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 THE

BRITISH SYSTEM
OF

EDUCATION :
BEING

A COMPLETE EPITOME
OF THE

IMPROVEMENTS AND INVENTIONS

PRACTISED AT THE

ROYAL FREE SCHOOLS,

BOROUGH -ROAD , SOUTHWARK .

BY JOSEPH LANCASTER .

“ All nations indeed , of which we have any account, in becoming rich ,

have become profligate ; a torrent of depraved morality hii, in every opulent state,
borpe down with irresistible violence those mounds and fences, by which the wisdom
of legislators attempted to protect chastity, sobriety , and virtue. If any check can
be given to the corruption of a state, increasing in riches, and decliving in morals, it
must be given not by laws enacted to alter the inveterate habits of men, but by
EDOCATION ADAPTED TO FORM THE HEARTS OF CHILDREN TO A PROPER SENSE

OF MORAL AND RELIGIOUS EXCELLENCE ." -- Bishop of Landaf's Charge, 1788.

London :
PRINTED AND 30LD AT THE ROYAL FREE SCHOOL , BOROUGIL ROAD, SOUTHWARK ,
BY JOSEPH LANCASTER ; AND BY LONGMAN AND CO , PATERNOSTER -ROW ,

1810
BIT
S
 EXPLANATION OF THE FRONTISPIECE.

The monitor is represented standing with a pointing stick in

his hand , to enable him to point out the best performance, without
touching the writing on the slate, which might accidentally
obliterate the writing .
The boys are represented as sitting in the first desk in a class,
incommand
commonfrom
withthewhich they are exhibiting their slates, at the
monitor
" Suow SLATES !"

They are represented as having written not merely a word, but

a sentence; and a sentence that every true Briton will wish to be
engraven , not only on the memory , but on the hearts of the rising
generation, as a tribute of duty to the monarch, who reigns in the
affections of his people
6 LONG LIVE THE KING !”
 TO

JOHN DUKE OF BEDFORD ,

AND

JOH.Y LORD SOMERVILLE .

MY NOBLE FRIENDS,
UNDER PROVIDENCE, you were the first among the
English Nobility, to patronize and support the British
System of Education , when in its very infancy ; you
have witnessed its rise and progress, till the respecta
bility of your names and characters aided its introduc
tion to the notice and support ofour beloved Sovereign ;
till the wishes of a patriot nation, re-echo back the be
nevolence of a patriot King, and declare its eligibility
for aa national System of Education .
My noble Friends ! you saw this plan , when its
fruit was yet within the germ , and you supported it
then on its own merits. You know that I have not
only had every thing to form , but much to do, and
much to suffer. The love of my country has been
superior to the love of health , personal comfort, or
even life itself ; and I trust I shall carry on the work ,
and that it will prosper, let the cost to me, as an indi
vidual, be what it may.
iy DEDICATION ,

Succeeding years have passed since you first ho

nored my undertaking with your patronage ; I love
and honor all that are friends of the poor, and are ad

vocates for giving them useful knowledge : I cannot

remain at the post of duty , and arduous occupations ,
without being anxious to express my gratitude. Suf
fer me then , my friends , to be grateful, and to hope
that the names of Bedford and Somerville will be en
deared to succeeding ages , and that the great friend
of the friendless, and Benefactor of the universe, may
give you a large place in bis favor, for your kindness
to poor children : and as he loves all those who love
him , and displays that love in beneficence to his crea
tion, may his blessings rest on you and yours, now
and to future generations.

In testimony of the cheerful, generous, and impor

tant assistance, you have repeatedly given to the In
stitution and System of Instruction , described in the
ensuing pages, this publication is
Most respectfully inscribed,
By your OBLIGED
And very GRATEFUL Friend,

JOSEPH LANCASTER . i

FREE SCHOOL, BOROUGH ROAD,

1st of 6th Mo. 1810.
 PREFACE.

Some apology is due to the public for the delay.of the

second edition of this Epitome. The author hopes that
the facts which are detailed in this preface, will be ac
cepted as such . The reader will recollect, that frequent
travelling, together with incessant engagements to pro
y
mote the practical introduction of this system, leave but
SS
little leisure for writing or revising its theory ; under
ve all circumstances, the author hopes he will be found to
28 merit the public favour, while persevering under a load
of labour, opposition and persecution, which has rendered
OW bis work most arduous .

In this pursuit great liave been the personal sacrifices

7074€
required of the author ; but the goodness of the cause
In has stimulated him cheerfully to make them. Happily for
the the public his efforts have been successful ; and not only
thousands of children are educating, but preparations are
making for that of tens of thousands, to their welfare,
and the satisfaction of all that love their country.

Notwithstanding the diversified labours of the author,

the original institution, the Royal Free School, Borough
le Road , St. George's Fields, Southwark, still goes on to
prosper . The number of children who partake of its
TER benefits, are on the increase ; and great numbers of those
who reside in the neighbourhood have enjoyed its
benefits .
vi PREFACE .

Through the blessing of Divine Providence, on the

humble labours of the author, and his juvenile teachers,
this School has lately been much improved ; above 5,000
children have had the benefit of education gratis ; of this
number, not one has been known to have been brought
into a court of justice. For this exertion, he has been
amply rewarded with the peace always attendant on well
doing ; other reward he has neither sought nor received .
He cannot traverse a mile in Southwark, without meeting
those who have been objects of instruction ; one child
with his basket on his arm, another with a load on his
head, or an apron before him ; and receiving from many
the cheering salutation of affectionate and grateful
hearts.

Many thousands of the author's publications have been

dispersed through the country ; and persons who mix much
in society, will find, that the public interest on the import
ant subject of early education, has not been diminished by
them . But no means have been found more powerfully
effective, than the delivering of public lectures. However
much the author may regret, that no one better qualified
than himself, on the score of long experience, has pub
licly devoted himself to lecturing upon it, yet he rejoices
in the candour, good sense, and impartiality of a British
public ; as a plain man speaking plain things, detailing
matters of fact, developed in their native language, he
has had the honor of being attentively heard, by above
100,000 of the King's most loyal subjects ; and every
where he has been received by the people, as he was by
the monarch, and his labours crowned with success, For
this he cannot but be very grateful, and return his public I

thanks to all who have honored him with their company 1

and approbation:
 PREFACE . vii

Many new schools have been formed, and many more

enlarged, in consequence of these lectures. The plan
has also been more efficiently extended to Sunday Schools ;
and bids fair to extend its benefits to the remotest parts
of the empire .

The author is sorry to say, that his plans have been in

many respects impeded through the effects of bigotry and
prejudice. In the most material points, the designed
injuries have been unavailing. He is happy to say, that
those who attempted the greatest injury, by reporting
that the King had withdrawn his patronage, have been
totally defeated , the report having been an utter false
hood, invented and circulated without foundation, for the
.

malicious purpose of injuring the plans supported by

subscriptions raised under the Royal example.
The late patriotic Mayor of Canterbury J. S. Brown,
John Abbott, the Deputy Lieutenant of the county, and
a number of the most liberal minded persons in that city,
have warmly interested themselves in this plan, and a
school for 300 children is there established ,

The following extract from the report of the Com

mittee, dated Feb. 12, 1810, is truly gratifying :
“ Since the commencement of the school four hundred
and forty -five boys have been admitted, and at present
about two hundred and twenty attend regularly. These
are instructed in reading, writing, and arithmetic, and in
the first principles of the Christian Religion, their reading
lessons being composed of extracts from the Old and New
Testament; they are also taught the Church Catechism :
7 Fifty -two boys who did not know the alphabet, when
viii PREFACE .

admitted into the school, can now read well in the Bible ,
write a fair hand, and have learned several rules in
arithmetic . Many of the other boys write a most excel
lent hand, and are sufficiently versed in arithmetic to be
placed in any occupation where these important qualifi
cations are required . ”

The school is kept in the old palace of the Arch

bishops of Canterbury :-- in the very place where the
primitive martyrs used to be imprisoned, examined, and
tortured — there are now three hundred poor and hitherto
neglected children, being taught to read their Bible,
and to write and cypher. A girls' school has also been in
stituted , and a considerable number of children received,
who before were wholly uninstructed . This house of
torture and barbarism is now the nursery of useful learn
ing, and a dark place, once full of cruelty, is now a bless
ing to the poor youth , and a central point for disseminat
ing the knowledge of the sacred writings, once tram
pled upon and despised by the spiritual rulers of wick
edness in high places .

Ar a numerous and respectable Meeting of the Inhabitants of the City

of Canterbury, and its Vicinity, holden at the Guildhall of the suid
City , on SATURDAY, Dec. 5 , 1807, to take into consideration the
utility of opening a SCHOOL for educating the CanLDREN of the
LOWER CLASS of People, in the said City and its Vicinity, according
to the Plan proposed by Mr. JOSEPH LANCASTER :
John ABBOTT, Esq . IN THE CHAIR :
RESOLVED UNANIMOUSLY ,
1. - That instruction in reading, writing, the elements of arithmetic ,
and the knowledge of the Holy Scriptures, are the BLESSING of every
Christian , and loyal Englishman.
2.- That in the City and Vicinity of Canterbury, there are a great
number of children, who have not the opportunity of education in any
of the noble charities now existing.
 PREFACE . ix

3.- That the establishing of a Free - School in this City, for afford .
ing education to the poor and industrious orders of the community, of
every sect or persuasion whatsoever, is a most desirable object, and that
such a SCHOOL FOR BOYS be now established .
4. - That the plan invented and adopted , with so much success, by
Mr. Joseph LANCASTER, and so highly patronized by OUR BELOVEN
SOVEREIGN, and AUGUST FAMILY, be preferred to all others, on account
of its simplicity, economy, and self -evident utility.
5.-- That Mr. JOSEPH LANCASTER's offers of assistance be accepted by
this General Meeting, in order to give success to the work .
6.- That a Meeting of the Subscribers be particularly requested to be
held in the Council Chamber of the Guildhall, on Monday the 14th
instant, to form aa Committee to carry this plan into effect.
7. - That the Thanks of this Meeting be given to the Right Wor .
shipful the MAYOR, for the readiness with which he granted the use of
the Guildhall to Mr. LANCASTER , and for his polite attention to the ac
commodation of the inhabitants ; and also that the Thanks of this Meet.
ing be given to the worthy CHAIRMAN.
8 .-- That books shall be opened at the Banks, and Libraries, in this
City, to receive the Subscriptions. And that these Resolutions be
inserted twice in the Canterbury papers, and twice in two Morning and
two Evening London papers.
JOHN 'ABBOTT, CHAIRMAN.

At Dover a school for 250 Boys has been esta .

blished ; ---the children of pilots and sea -faring persons

chiefly attend, 'and were got into order in two weeks
time, without any resort to the rod, by a boy of seven
teen . The inhabitants of Dover are indebted to their
generous representative, John Jackson, Esq . for the
establishment of this institution .

The Prince of Wales very liberally subscribed one

hundred guineas to the building of a school room at
Liverpool, which is now finished, and contains 500
children .

At Birmingham a school has been opened, and is con

ducted by one of J. L.'s young school-masters, who
has been occupied in the formation of schools for several
& thousand children, of which are the Bishop of Durham's
X PREFACE .

school, at Castle Auckland, and the school belonging to

the Society for bettering the Condition of the Poor, in
West-street, Seven Dials.

Schools have also been established at Deptford , Ro

chester, Woburn, Bristol, Hull, Sheffield , and many other
places. +

Some time past, be was invited to Lynn, in Norfolk,

by a number of the gentry, and all the clergy of that
place . After a lecture on education, delivered in the
Guildhall, a subscription was opened for establishing a
school there, and above 100 pounds were subscribed
before the persons assembled left the room ; a committee
a
was formed , a school -room prepared, and a master chosen .
The master was sent to the Borough Road , to be qua
lified * .

The school at Lynn is established, and so well con

ducted, that though only three hundred children can be
admitted, yet seven hundred applications for admission
are at this time on the books.

On his return from Lynn, the author delivered a lecture

( by permission ) in the Town Hall of Cambridge. As a
proof of the liberality of the University, of about seven

* As to the practical knowledge of this plan, the public are desired

to consider no person practically qualified to teach it, who have not a
certificate from J. Lancaster of their having been under his care. This
will prevent the intrusion of impostors, whose lame attempts only dis
credit the planin the eyes of such as have not seen the original, or duly
investigated its merits .
 xi
PREFACE.

hundred persons who attended , the greater proportion

were clergy and students. After hearing the details of
the plan, with marked approbation, the King's deputy
professor of Divinity took the chair amidst the loud
and repeated acclamations of the audience. The esta
blishing of a school was then proposed , a committee
named, and a subscription immediately began, which
amounted to above 100 guineas in a few minutes after
the lecture was over, aud nearly doubled the next day ,
and the following resolutions entered into :

At a meeting in the Town Hall in Cambridge, on Thursday ,

Feb. 18, 1808.
The Rev. Dr. RAMSDEN in the Chair :
RESOLVED ,
That the Thanks of this Meeting be given to Mr. Lancaster for bis
instructive Lecture.
That it would be desirable that a School should be established in this
place on the Plan of Education invented by Mr. Lancaster, and patron
ized by the King and Royal FAMILY.
That such a School be established : That a Committee be appointed
for carrying the same into effect ; and, That a Subscription be entered
into for that purpose.
That there be an open Committee, consisting at present of the follow
ing Gentlemen :
Rev. Dr. RAMSDEN, Rev. Dr. Jowet ,
The MASTER or Caius COLLEGE, Rev. Professor FAWCETT,
Rev. Professor FARISH, Rev. Mr. HUDSON ,
Rev. Mr. WILES , J. H. MONK , Esq.
Rev. Mr. PRESTON , Rev. Mr. POWELL,
W. HOLLICK , Esq.
That Subscriptions be received by the different Bankers in Cambridge ;
and by Messrs. Deighton and Nicholson .
That these Resolations be published in the Cambridge Chronicle.
R. RAMSDEN, Chairman .
Resolved also, on the Motion of W. Hollick, Esq, that the Thanks
of the Meeting be given to the Chairman .
xii PREFACE .

A subscription was not entered into for building ; and

the committee sought in vain for a place to establish a
school in, till they found the Friends or Quakers meeting
house unoccupied, there being none of that persuasion
resident in Cambridge, and of course the meeting - house
unoccupied. This they readily obtained, and engrafted
on the elementary system of education, that religious
instruction which pleased them best. The clergy of the
committee of this school, are now the means of teaching
the Church Catechism in the Quakers meeting -house.
The present Earl and Countess of Harcourt, have esta
blished a school at Clewer, near Windsor, for a hun
dred boys. This school is in good order ; which is entirely
to be attributed to the interest the master takes in the
plan.
.

This school was organized by two of my boys, who

attended in succession. The Queen afterwards acci
dentally saw one of the boys, and noticed him in that
gracious manner, for which all her acts of condescension
and goodness are so particularly distinguished. This
lad since organized the schools at Canterbury, Dover, and
Deptford, making schools for 1000 children in twelve
months.

Schools' are also in train at Plymouth, Bath, Newa

bury, & c .
The plan is submitted to the country ; the same cannot
be found in any other work, unless copied or pirated
Of all the ideas, there is only one borrowed from the
Madras or Hindoo mode of education ; that is, printing
in sand, and even that is materially improved. It only
applies to the A, B, C, class.
 PREFACE . xiii

The gentlemen of the University of Cambridge have

now engaged to build a school-room for boys, for which
about 500 guineas are now subscribed .

The author has recently passed through Norfolk and

Suffolk , lecturing in various towns. In Norwich, more
than one thousand poor children are found destitute of
any education whatsoever. After lectures had been deli
vered in that city, the mayor granted the Guildhall for a
public meeting of the inhabitants, at which it was resolved
to institute a school, and a liberal subscription was entered
into for that purpose .

NORWICH , April 17, 1810.

Ar a numerous Meeting held at the Guildhall, in this City, on Tues.
day last (JOSEPH GURNEY, Esq. in the Chair ) , the following
Resolutions were unanimously adopted :
Resolved, 'That instruction in reading and writing, with the elements
of arithmetic, and especially the knowledge of the Holy Scriptures, are
blessings of inestimable value to all classes of society ; and which it is
the duty of the rich to offer to the poor.
Resolved, That by a Census taken in the course of the last fortnight,
with much care and accuracy , it appears, that, of 1557 boys, between
the ages of six and twelve years, residing in this city and its vicinity,
upwards of one thousand are destitute of the means of education , and
for the most part are in a state of idleness .
Resolved , That aa School for Boys be forth with established on Lan .
CASTER's plan , which is sanctioned by the patronage of the KING , and
isusefulness
to be preferred on account of its simplicity, economy, and extensive
.

Resolved, That a subscription be now opened for the establishment of

the School , and for its annual support.
Resolved, That aa Committee be appointed to carry the foregoing reso
lutions into effect, and to report the result to a general meeting of the
subscribers .
(
Resolved, That the thanks of this meeting be given to those gentle.
men, who, with so much care and accuracy, procured the list of poor
boys requiring education in this city,
xiv PREFACE .

Resolved, That Mr. J. Gurney be appointed Treasurer to the in .

stitution , and that subscriptions be received at the several banks in this
city .
Resolved, That the above resolutions be inserted in the Norwich
Newspapers .
JOSEPH GURNEY .
Mr. Gurney having left the Chair,
Resolved , That the thanks of this meeting be given to the Chairman.

At Bury St. Edmunds two lectures were delivered : at

the close of the second, the celebrated and philanthropic
Thomas Clarkson was called to the chair by the clergy
who were present. The respectable assembly at the
Guildhall gave the most cheering expressions of appro
bation, in seeing this excellent and successful advocate
for the abolition of the slavery of the body, come forward
as the friend of disseminating knowledge among the poor,
and thereby setting his hand and seal to the abolition of that
ignorance , which enslaves and degrades the mind .-- The
following resolutions were then passed , nem con.

BURY Sr. EDMUND's, March 27, 1810.

AT a Meeting assembled yesterday at the Guildhall of this Borough,
to hear a Lecture delivered by Joseph Lancaster of the subject of the
Education of the Poor, a motion was made and seconded, after the Lec
ture, that TIIOMAS CLARKSON be called to the Chair ; after which
the following Resolutions were agreed to :
Resolved , That as the Education of the Poor , by enabling them to
read the Scriptures, has a direct tendency to improve their moral con
dition , and to make them more useful and respectable members of the
community in which they live, any plan, which promotes this object at
the smallest expense, ought to be encouraged .
Resolved , That aa School for Boys, for teaching READING, WRITING,
and A BITHMETIC , be established in this town on the plan detailed by
Joseph Lancaster ; a plan which continues to be honoured with the firm
patronage of the King and Royal Family ; and also a similar School for
Firls, if the funds of the institution should admit of it.
 PREFACE ,

Resolved , That a subscription be now opened for carrying this plan

into effect.

Resolved, That a committee be appointed to collect subscriptions, to

look out for a suitable building, to open and organize the School, and
to report the result to a general meeting of the subscribers .
Resolved , that this committee consist of nine persons, and that they
have power to enlarge their number.
Resolved, That the thanks of this meeting be given to Joseph Lan
caster for his voluntary attendance at Bury, and for the great good
which he has already been the means of producing, on account of liis
System of Education, in various parts of the kingdom .
THOMAS CLARKSON , Chairman.
Resolved , that the thanks of this meeting be given to the Chairman .

Dr. Wallis, a clergyman of Ipswich, remarkable for the

liberality of his sentiments, came over from Ipswich to
Bury ( twenty -six miles ) on purpose to hear the author's
lecture , and was so well satisfied, as to invite him to Ipswich,
and to make his house his home while there, promising
to obtain the Town -hall for a lecture, as well as to intro
duce him to his brethren the clergy, and to the magis
trates. The invitation was so nobly given, that it would
have been ingratitude to decline it. It was accepted with
pleasure . Not only Dr. Wallis, but his fellow clergymen,
and the worthy chief magistrate of the town, and a num
ber of the most respectable gentry in the place, of all .
classes and religious professions, joined in receiving him ,
in a way so liberal, that will rank their names and charac
ters as friends of the poor, high in the annals of christian
benevolence. The philanthropy of the inhabitants of the
town, confirmed the judgment of those persons who first
patronized J. L. in Ipswich, the following resolutions
11 were entered into, and Dr. Wallis received the thanks of
the whole town .
xvi
PREFACE .

IPSWICH , April 3, 1810 .

AT a Meeting assembled at the Town Hall, to hear a LECTURE
delivered by Mr. JOSEPH'LANCASTER , Superintendant of the plan
for educating Poor Children , under Royal Patronage,
SIMON JACKAMAN , Esq . in the Chair,

The following Resolutions were unanimously agreed to :

Resolved, That as ignorance is the nurse of every crime, and know
ledge the handmaid of virtue ; that, as the benefits of our highly valued
>

civil and religious liberties, and the blessings of the Christian Religion
cannot be understood by the ignorant, this Meeting feels it an incum
bent duty, as men , as Britons, and as Christians, to promote the dif.
fusion of useful knowledge among the poorest classes of Society .
Resolved, That a School for Boys, for the purpose of teaching Read
ING , WRITING, and ARITIMETIC be established in this Town, on the
plan detailed by Joseph Lancaster, and patronized by the King and
Royal Family, as most conducive to the extension of the benefits men
tioned in the preceding resolution . And one for Girls, if the fund shall
be found sufficient.

Resolved, That a subscription be now opened for giving efficiency to

this plan .

Resolved, That a committee be appointed, to take the necessary

measures for putting this plan into execution .
Resolved , That the Rev. Dr. Wallis, Dykes Alexander, Esq. the
Rev. Thomas Cobbold, Robert Trotman, Esq. Samuel Alexander, Esq.
Thomas Green , Esq. Dr. Hamilton, the Rev. William Layton, Mr. Ro.
bert Fulcher, Simon Jackaman , Esq. James Thorndike , Esq . and the
Rev. James Ford be the committee, and that all subscribers have power
to act on the committee.

Resolved , That the thanks of this meeting be given to Mr. Joseph

Lancaster, for bis excellent Lecture DELIVERED THIS EVENING .
Resolved, That the thanks of this meeting be given to the Rev. Dr.
Wallis for his endeavour to promote the object of this meeting.
Resolved, That subscriptions be received at each of the Banking
houses in this town.

SIMON JACKAMAN , Chairman .

Resolved , That the thanks of this meeting be given to the Chairman ,
ir bis impartial conduct in the chair.
 PREFACE . Xv

During this very happy journey, J. L. lectured sixteen

>

times during eighteen days, travelling from twenty to

thirty miles a day, making altogether above seven hun
dred miles. In this circuit, institutions for above three
thousand children were promoted, and he left fifty gui
neas as donations to schools, besides defraying his travel
ling expenses, from the produce of his lectures. This
may be taken as an example of J. L.'s journeys io. general,
whereby the public will readily perceive the arduous na
ture of his public work, and the devotion with which be
pursues it ; and he hopes this statement will be a suflicient
а

apology for the delay of this publication, which might

have been issued much earlier, had he not been engaged
in promoting the education of many thousands of poor
children ; it could not, however, have been so perfect as
to the engravings, which will give an idea of aa school on
this plan , to many persons who cannot possibly have an
opportunity of seeing one.
J. L. begs his subscribers and the public in general
will have the goodness to allow him to throw himself on
their candour and benevolence, to excuse the defects of his
performance, and to regard the value of the matter, rather
than the manner of conveying it. He would be happy to
produce a work in every way acceptable, but the public
are too generous to wish him to relinquish doing good, in
order to study elegance of language, when, by so doing,
he must neglect inany who are perishing for lack of
kaowledge . I
 7

ROYAL FREE SCHOOL, BOROUGH ROAD,

AS CONNECTED WITH

NATIONAL EDUCATION.

The national utility of the institution for educating

poor children in the Borough Road, will be fully appre
ciated , when it is considered as the first place where this
plan was invented ; the localbenefits have been great, and
it has always been a field for every new experiment .
As a seminary for school-masters, this establishment has
been most beneficial. A great number of young men
were qualified during the last year. Two young men
lately established schools for a thor'sand children each ,
and a lad of seventeen did the same the year before .
The boarding and training of school-masters is a source
of large expenditure, even when regulated by the greatest -
economy. The Borough Road Free Schools cost but a
small annual sum ; but the training of school-masters,
being replete with national advantage, justly claiins pow
erful aid from the public .
When it is remembered, this plan has a Monarch for
its Patron, who, in his maiden speech, on ascending the
throne of his ancestors, gloried in the name of Briton,
and whose care for the poor shews that the dearest inte
rests of his kingdom are nearest his heart, it is hoped
enough of benevolence will be found in a British public ,
under the influence of his example, to give to this semi
nary for school-masters, and this truly British System of
Education , a powerful and efficient support.
 EPITOME
OF

JOSEPH LANCASTER'S
INVENTIONS AND IMPROVEMENTS

IN

Éducation .

OF SCHOOL - ROOMS, DESKS, AND PREPARATORY ARRANGE

MENTS ,

The best form for a school-room is a long square, or parallelogrann .

All the desks should front the head of the school, that the mas
ter may have a good view of each boy once ; the desks should
all be single desks, and every boy sit with his face towards the
head of the school.
Room should be left between each desk for a passage for the boys,
that the scholars in one desk may go out without disturbing those
in another. It is desirable the desks and forms should be substan
tial, and firmly fixed in the ground , or to the floor. The ends or
corners of the desks and forms, should be rounded off, as the boys,
when running quickly in and out, are apt to burt themselves
by running against them .
At the head of the school there should be an elevated platform
for the master's desk , as a convenient place to overlooks the school;
passages should be left at the bottom and on one side of the school,
or on both sides when space allows. Children confined in a sma i
school-room , can no more be expected to be in order, than soldiers
can perform their exercise without a parade.
No halt desks should be placed against the walls, nor should
12 any double desks be admitted into the school- room .
B
 2

Desks so placal and constructed , merely afford pretence for idle

ness anil play, the scholars being wholly or partly out of the mas
ter's sight.
There can be no propriety in filling a room with timber when the
space is wanted for children. Desks and forms when of a broader
surface than aciuzlly needlinl, really occupy that room , which ,
were they made of pr per dimensions, would contain more desks,
and consequently more children .
These arrangements not only conduce to order, but give facility .
to the nasier in the detection of offenders.
Wherever the floor of a school-room can be placed on an in
clined plane it should be so. The master being stationed at the
lower end of this plane, i he elevation of the floor at the farther end
of the room , would cause a corresponding elevation of the desks
placed there, so that, from the platform the boys at the last desk
would be as much in view as those at the first.
The ventilation of school-rooms is a subject which requires local
consideration , but they should be built, or if already built, made as 1

much as possible open every way to the free circulation of air.

School-rooms may be warmed by under-ground flues, heated by
a stove which will burn refuse cinders or ashes. This is the best
inode. Any place may be sufficiently heated in this manner with
out the clil 'ren being obliged to leave their seats to go to the fire,
but this will only apply to ground floors. 1

ARRANGEMENT OF HATS WITH STRINGS OR SLINGS, TO 1

THROW OVER THE SHOULDERS LIKE A KNAPSACK .

This prevents all loss of hats, or mistakes, and confusion in find

ing them , which is a common occurrence among aa great number
of boys. It saves all shelves, nails, or places where they are usually
put in schools. It prevents the necessity of going to put hats on
the nails or shelves, and again going to get them thence, before the
children leave school. These are great advantages-- as, with eight
hundred boys in school, they save sixteen hundred motions, una
voidable on theusual plan , both morning and afternoon ---motions
that, before this arrangen ent was made, produced much inconve
nience ir, the school; and complaints were made, almost daily, of
boys losing their hats, which have ceased since this arrangement.
All these advantages are gained , and inconveniences are avoided ,
by every boy slinging his hat across his shoulders, as a soldier
would sling his knapsack : by which means he always carries it
with him , and cannot lose it without immediately missing it.
On enterilig school, the boyssling their hats over their shoulders.
Before leaving it they are commanded to unsling hats, which they
do by one motion , on receiving the word of command .
 3

A very important maxim for school furniture, as books, & c . and

which must never be departed from , is , A PLACE FOR EVERY
THING , AND EVERYTHING IN ITS PLACE . On this subject some
observations will be made in the appendix.
The building and arrangement of school-rooms, is of so much
importance in the minute and accurate details, that I have the ught
it proper to publish a separate work on that subject, which
will be found very useful to school committees and oibers, un
der the title of “ Hints and Directions for Building School- rooms,
dc. illustrated by copper plates.

THE RULE BY WHICH CLASSES ARE TO BE FORMED .

Any number of boys, whose proficiency is nearly equal in what

they are learning, should be classed together. If only four or six
scholars shouid , on examination, be found in a school learning the
sume thing, as A , B , C, ab , addition, subtraction , & c . they
should be formed into a class, as their proficiency will be nearly
doubled, by being classed , and studying in conjunction. A class
may consist of any number of scholars, without limitation to any
particular number.

DIFFERENT CONSTITUTION OF CLASSES .

There are two descriptions of boys in every school, those who

are learning to read or cypher, and those who have learnt. The
first description must study thai they may acquire a knowledge of
reading or arithmetic. The second,practice what they have learnt,
for the improvement of the miod and readiness in practice.
THE ORDER OF CLASSING FOR THOSE BOYS WHO ARE
LEARNING TO READ .
DO

1 Class - * A , B , C.
OU
O

2 Words or syllables of two letters.

3 Do. three letters.
4 Do. four letters .
5 Do. five letters .
6 Reading or spelling lessons of two
syllables , and Testament.
7 Bible .
8 A selection of boys who read best
from the 7th class.
Thus each class has its appropriate set of lessons. Its attention
is simply directed to one object , and boys in one class are not to be
suffered to mix or sit with the boys in anothir,
 4

The children learning the alphabet, as hereafter described , may

learn to print their letters in the sand, or on a slate.
After a learner has improved beyond the first class , whaieder
class he may be in, he must learn to make his writing alphabet on
the slate .

After having learned the writing alphabet, whatever class the

scholar my be in , he must write on the slate the same as he reads
or spelis in iis reading or spelling lessons. If in the two - letter class,
he will wiite words of two letters ; if in the three-letter ciass, words
of three letters, &c . & c .
The reader will perceive that thestudy of reading , spelling, and
arithmetic, are associated together by means of writing, and the
methods of tuition in wrting will be described under the heads of
spellug anu arithmetic.

GRADATION OF CLASSES IN LEARNING TO WRITE

Class .
1 Printing A , B, C.
2 Wriung alphabet, or words of two letters .
3 Woſus or une letters.
4 Four letters .
5 Five and six letters.
6 Two syliables, & c.
7
85 A particular series of spelling lessons, publislied by J. L.
The order of teaching the children in school should be, to have
the Ist class next the master's desk , and the other classes in nume
rical order after it . By this means ( the youngesi chuidren , being
generally the most lively and mischievous) will be more immedi
aley under the master's eye, and this will operate as a check upon
them .

GRADATION OF CLASSES IN LEARNING ARITHMETIC .

Class. 1 , Pupils who are learning to make and combine units,

tens, & c .
2 , Addition .
3, Compound ditto . 1

4 , Subtraction .
5 , Compound ditto.
6 , Multiplication.
7 , Compound ditto .
8, Division.
9, Compound ditio .
10 , Reduction .
11 , Rule of Three .
12, Practice .
 OR
THE MODE OF EXAMINING PUPILS FOR , AND ARRANGING

THEM INTO CLASSES , TO LEARN READING , AND WRITING .

On the entry of a scholar, the master should examine his pro

ficiency in distinguishing theletters of the printed alphabet; it he
does not know them all , he must be placed in the first class.
If the master finds the pupil knows his alphabet perfoct'y , he
must place him in the second class .
If the scholar can perfectly repeat all the lessons belonging to
the second class, he must be placed in the third , if he can repeat
well all the lessons appropriated to the third class, he must be
placed in the fourth : the same rule to be observed in forming the
finh, sixth and seventh classes.
The eighth class to be a selection from the best realers in the
seventh ; they may be admitted to the use of books , for the iin .
provement of their minds, which the other classes are notallowed ;
ou this subject more will besuid in the sequel.
On the admission of every scholar, the master must enter the
namre, re i lener, and every oilier particular relative to him , under
its p :oper real, iz a schvol-list; a printed plan of which is given
in the appendix .

OF WRITING IN CLASSES.

By the usual method of teaching to write, the art of writing is

totally distinct from reading orspelling . On the new plan , spell
ing and writing are connected , and equally blended with reading,
ubich, with writing and arithmetic , are auxiliaries to each other.
When a boy is classed for learning to read according to the ar .
rangement of reading classes, ( see page 3) le is consequently classed
for learning to write at the same time, (see page 4. )

ON FORMING A SCHOOL INTO ARITHMETICAL CLASSES .

On the new plan, the first great care of the master must be
wholly to discard the numeration table, and the practice of learn
16
ing numeration by it, as it is entirely superseded by the new pico
thod, which will be seen when treating of ariihinetic.
 6

Whenever a pupil is admitted into the school, and has never be

fore leamed ARTilma 1C , he musi be placed in the first class. If
he has made a'y apparent progress, unless that progress be found
on examination to be real, he must begin again at the first class .
In torming a new school, with the above exception, it will be best
for all the pupils to begin anuhneric, from the first class.
Classes mark the gradations in learning ; ard one essential part
of the system of rewards will be found to be that kind of reconn .
pense, which is bestowed on boys going froni one class to another.

OF THE

METHOD OF TEACHING THE ALPHABET,

OR

FIRST CLASS.

AUXILIARY METHOD OF TEACHING THE ALPHABET BY

PRINTING IN SAND . i

The first, or lower class of scholars, are those who are yet unac
quainted with their alphabet. This class may consist of ten ,
twenty, a hundred, or any other number of children, who have
not made so much progress as to know how to distinguish all their
lettersattirst sight. If there are only twenty ofthis description in
the school, one monitor can govern and teach them ; if double the
number, it will require two teachers, and so in proportion for every
additional twenty boys. The reader will observe, that, in this and
every other class described in the succeeding plan and arrange
ment, the monitor has but one' plain duty to do, and the scholars
the same to learn . This simplicity of system defines at once the 1
province of cach monitor in tuition ., Tlie very name of each class
imports as much - and this is called the first, or A , B , C, class .
The method of teaching is as follows: a bench for theboys to sit
on, is fixed to the floor ; another, about a foot higher, is placed
for them to print on . On the desk before them are placed deal
 7

ledges,(a pantile lath, nailed down to the desk , will answer the same
purpose ) thus :

С
A

The letter A , shows the entire surface of the desk , which is sup
ported by two, three, or more legs, as usual for such desks, and
according to the size . B is a vacant space , where the boys lean
their left arms, while they write or print with the right hand. The
sand is placed in the space C*. The double lines represent the
ledges ( or pantile laths) which confine the sand in its place : sand
of any kind will do, but it must be dry . The boys print in the
sand, with their fingers : they all print at the command given by
their monitor. A boy who knows how to print, and distinguish
some of his letters, is placed by one who knows only a fw, with a
view to assist him ; and particularly, that he may copy the form
of his letters, from seeing bim make them . We find this copying
one from another, a great step towards proficiency. In teaching
the children to print the alphabet, the monitor first makes a letter
on the sand, before any child who does not know any thing about
it ; the child is then required to retrace the same letter, which the
monitor has made for him with his fingeis , and thus he is to con
terte employed , till he can make the leiter himself, without the mo
nitor's assistance. Then he may go on to learn another letter.
None but the first class write in sand .

The letters are taught in courses : they are arranged in three

courses according to their similarity of form . There are three sim
ple examples, which regulate the formation of the whole alphabet.
First, a line, as in the letters I, H , T, L, E, F , i, 1: Second,
>

slepending upon the formation of an angle ; as, A , V , W , M,

N , Z, K, Y, X , -- v, w , k, y, 2 , x,: a circle or a curve ; as,
0 , U , C, J , G , D, P , B , R , Q, S , -a, o, b , d , p , q , & , e,
m , n , h , t, u, r, s, f, j. These courses of letters are soon aca
quired , on account of the similarity of form . The greatest chilie
cally in teaching the letters occurs in those, the form of which are
exactly alike, and are only distinguished by change of position :

* The space C, is painted black ; and when the chilren trace the letters in the
white sand, the black ground shows them to more advantage .
 8

P , q , and b, d , are frequently mistaken for each other ; but by

making the two letters at the same time, the children readily learn
to distinguish them . Then again , they are all employed in print
ing at once ; and it is both curious and diverting to see a number
of little creatures, many not more than four or five years old , and
some hardly so much, stretching out their little fingers with one con
sent, to make the letters . When this is done, they sit quietly till
tie sand is smoothed by the monitor, with a flat- iron, such as is
commonly used for ironing linen , or a wooden smoother of like
form . The sand being dry, the smoother meets with no resistance ,
and thus all the letters made in a very short time, by each boy , are,
in as short a time, obliterated by the monitor ; and the boys again
apply their fingers to the sand, and proceed as before.
NEW METHOD OF TEACHING THE ALPHABET .

Another method ofteaching the alphabet is, hy a large sheet of

pasteboard suspended from a nail on the school wall ; eight boys
from the sand class, are formed into a semi-circle before this alpha
bet, standing in their numbers, 1 , 2, 3, &c . to 6. These numbers
are pasteboard tickets, with No. 1, & c . inscrib.d , suspended by a
string from the button of the bearer's coat, or round his neck . The
best boy stands in the first place ; he is also decorated with a leather
ticket, gilt, and lettered meril , as a badge of honor. He is always
the first boy questioned by the monitor, who points to a particular
letter in the alphabet, “ What letter is that ?" If he tell readily
what letter it is, all is well, and he retains his place in the class ;
but if he fail , then he forfe ts it , together with his number and
ticket , to the next boy below him who answers the question
aright.
This plan promotes constant emulation. It continually employs
the monitor's attention ; he cannot look one way, while the boy is
repeating his letters another, or atall neglect to attend to him , with
out being immediately discovered . It is not the monitor's business
to teach,butto see that the boys in his class, or division, leach each
other . If a boy calls A , by the name of B , or 0 , the monitor is
not to say : “ It is not B , or , but it is A , " be is to require the
next boy in succession to correct the mistake of his senior. These
two methods of the sand , and alphabet card, with their inferior
arrangements detailed, are made use of daily in rotation , and serve
as a mutual check and relief: figures are taught in the same
manner .

The tuition of the first class is entirely connected with printing,

but the second begins with writing : it is needful to mark the'dis
tinction . The business of this class is to learn to write on slates,
beginning at the alphabet, and proceeding no further than two let
 9

ters, as, ba , ab , also learning to spell the same on cards, and to

learn their writing alphabet on cards . This is done to prevent
confusion , as some of the pupils might be perplexed with learning
two different alphabets at the same time.

SECOND CLASS.

The second class consists chiefly of boys, who having learner to

print the alphabet and figures in sund , and readily to distinguish
the same on paper , are then advanced to this second, and compa
ratively superior class. The monitor pronounces a word of two let
ters as, in , to , &c ; or a syllable , as, ba, &c , and each boy writes it
on the state, when spelling it.
In this class they have small slates, on which they learn to
make all the alphabet in writing : this is done, that they may not,
when in the preceding class, be perplexed with learning theprinted
and written alphabet at once : care is also taken , that the series of
words and syllables of two letters, adapted to this class, be so
arranged as to contain all the letters of the alphabet ; which other.
wise being recently learned , would be easily forgotten, unless kept
in memory by daily practice.
Words are arranged separately , and syllables the same; syllaa
bles are what children cannot attach any sense to ; and in fact
they have no sense or meaning, unless compounded into words
above the comprehension of children in this class. They have
lessons with words and syllables of two letters, before which the
whole class successively assemble in subdivisions of eight bovs
each . The first boy is required by the monitor to spell a wor! in
the same manner as the first boy in the a, b, c class was required
to distinguish a single letter; and precedency is awarded according
to proficiency, as before. In short, this method is the same as
with the a , b , c card , only it is combining the letters, instead of
distinguishing them . Some of this class learn to write the a'pa.
bet ; others, words or syllables of two letters. The monitor who
sees one, can look to the other, being chosen out of the three-let.er
class .
It is to be observed , that the third or tlıree-letter class spell, hr
writing on the slate,words of three letters only ; the fourin etuss
write words of four letters ; and the fitih , words of three or four
syllables ; also, wordswith the meanings attached. Each class was
:7
 10

lessons, in the same manner as the first and second classes ; all of
which are male use of in a similar way , only varying as to the
length of the woris or syllables each class may be learning.
IMPROVED METHOD OF TEACHING SPELLING BY WRITING .

This following method is entirely an addition to the regular

course of studies, without interfering with , or deranging them in
the least. It commands the attention , gratifiesthe active disposition
of youth , and is an excellent introduction and auxiliary to writing .
It supersedes, in a great measure , the use of books in tuition, while
( to sp ak moderately) it doubles the actual improvement of the
children. It is as simple an eperation as can well be imagined .-- .
Thus, supply twenty boys with slates and pencils, and pronounce
any word for them to write , suppose it is the word " and ,' or the
word , re-so- la- tion ; ' they are obliged to listen with attention, to .
catch the sound of every letter as it fails from their teacher's lips ;
again, they have to retrace the idea of every letter, and the pro
nunciation of the word, as they write it on the slates. If we ex
amine ourselves when we write letters , we shall find, this is so much
connected with orthography, that we cannot write a word without
spelling as we write, and habitually correcting any inaccuracy
that may occur.
Now these twenty boys, if they were at a common school,
would each have aa book ; and , one at a time, would read or spelt
to their teacher, while the other nineteen were looking at their
books, or about them , as they pleased ; or, if their eyesare rivetted
on their books, by terror and coercion , we cannot be sure that
their attention is engaged , as appearances seem to indicate . On
the contrary , when they have slates, the twentieth boy may read
to the teacher *, while the other nineteen are spelling words on the
slate , instead of sitting idle . The class, by this means, will spell,
write and read , every word . In addition to this, the same trouble
which teaches twenty, will suffice to teach sixty or a hundred ,
by employing someof the senior boys to inspect the slates of the
others, they not omitting to spell the word themselves ; and , on a
signal given by them to the principal teacher, that the word is
finished by all the boys they overlook , he is informed when to dic
tate another to the class. This experiment has been tried with
some hundreds of children , and it has been found they could all
write by one boy's dictating the words to be written. "The benefit
of this mode of teaching can only be limited by the school-room
being so large, that they cannot be heard distinctly; for if seven
hundred boys were all in one room , as one class, learning the same

* It will be seen in the article Reading, I do not approve of solitary reading, one
hy one ; it raise no emulation .
 11

thing, they could all write and spell by this method at the dicta
tion of one monitor. I hope the candour and good sense of every
Pealer will justly appreciate the benefit and importance of this
incthod of teaching. I he repetition of one word by the monitor,
serves to rivet it firmly on the minds of each one of the class, and
also ou his own memory ; thus he cannot possibly teach the class
without improving himself at the same time. We reflect with
pleasure , that by this invention, a boy who is associated in a class
of a hundred others, not only reads as much as if he werea solitary
individual under the master's care , but he will also spell sixty or
seventy words of four syilables, in less than two hours; by writing
them on the slate, when this aclditional number of words, spelt
by each boy daily is taken into account, the aggregate will amount
to sepetitions of many thousands of words annually : when not a
word would be written or spelt, and nothing done by nineteen
twentieths of the scholars at the same time. Thus, it is entirely
an improvement, in addition , and introduction to their other stui
Jies , without the least additional trouble on the part of the teacher ;
without deranging or impeding his attention to other studies, as
is usually the case with the study of extra lessons: at least more
than donbling the advances of each individual towards a protici
ency ; at the same time, possessing all these advantage's, it
prevents idleness, and pro ures that great desideratum in schools,
quietness, not by terror, duit by commanding attention : tor, as it
requires much writing, but few boys can write and talk at the
same time. In this case, nothing is wholly comunitted to the
pupil or monits; in the usual mode, some degree of mental exer
tion may or may not be maile by the pupil, and omiss: )on! remaia
undetecied ; but this is so visible, that every boy's attention to his
lesson may be seen on his slate, and detection immediately follows
idieness, or an indifferent performance. It is simple in itself, and
abouncing with many advantages; of this I am well convinced ,
by daily experience of its utility, and in particular, of the great
practice it affords in writing.
Boys who learn by the new mode, have six times the usual
practice ; but, in the old way, the expense is, at the FinST COST
61l. per month , for writing books, pens and ink each boy ; this
will be six times increased , if it is desired to give both classes of
boys equal practice; the usual cost for sixty boys would be 181.
per annum .
OLD WAY . NEW WAY .

Six times the usual charge for If they ha'e not slates already
writing paper, &c . L. 108 . provided , sixty siates will cost L. !
Allow a hundied slate pencils
1010

per annun!, each boy, at 8d

per hundred

L. 3 .
12
Balaace in favour of the new inode L.105.
 12

The many hundreds of respectable characters, among the nobi.

lity, genéry and clergy, who have yisited my institution, can hear
witness, that the progress of the boys by this method of writing
spelling, is astonishing. Not of one, or a few boys, but of the
whole school. By the practice of writing on the slate , they learn
to humour their pencils, so as to write just like a pen , in making
the up and down strokes of the letters . About one hundred and
fifty boys have writing books, and their writing on the slate, is a
fac simile of their writing in books ; which thry seidon do, more
than four times in a week, and then only a single copy, which fills
a qnario page, each time.
The boy may always make his pencil good by cutting it to a
proper point; this will not casily apply to quills or pers. It will
berund whare there is much practice in writing, that a good plain
hand for use , and not for show, depends more on much practice
than on the manner of holding the pen ; and that a good body to
the letters equally proportioned to down strokes, or up strokes,
depen's more on the application of the point of the pencil to the
slaže, or the pen in the paper, than on the length of either pencil
or ping orihe position and play of the finger, which can only
give con mainiof hand in long strokes, whereas the most of the
letters in the alphabet are formed of short strokes, which neither
reach above nor below the line.
All the school being classed according to their proficiency in
reading, their spelling in this mode is united with their reading.
It is a nole so useful as to redd no addition to it, and is complete
of itseif, as it stands ; spelling connected with writing.
All the classes are placed in regular progression one above ano
ther, from the first to the eighth . Every class is employed under
its own monitor, spelling by writing words which the different
monitors dictite to each class . The monitor of a class does no
other duty but dictate, or see that one of the boys in the class dic
tates words for the class to spell,the boy dictating a word, writing
it himself, the monitor writing it also, and inspecting the perform
ance of each boy in his class, being responsible for any mistakes
they commit, and preparing them for the superintendent's inspec
tion .

A METHOD OF TEACHING TO SPELL AND READ ,

WBEREBY

ONE BOOK WILL SERVE INSTEAD OF SIX HUNDRED BOOKS .

It will be remembered , that the usual mode of teaching requires

every boy to have a book : yet, each boy can only read or spell
one lesson at a time in that book. Now , all the other parts of the
book are in wear, and liable to be thumbed to pieces ; and , whilst
 13

the boy is learning a lesson on one part of the book , the other parts
are at that time useless. Whereas, if a spelling book contains
twenty or thirty différent lessons, and it were possible for thirty
scholars to read the thirty lessons in that book, it would be
equivalent to thirty books for its utility . To effect this, it
is desirable the whole of the book should be printed in a type
three times largerthan the common size type, which would make
it equal in size and cost to three common spelling books, value from
eight pener to a shilling each . Again, it should be printed with
OH y ore page to a le :t, which would again double the price, and
make it equivalent i : bulk and cost to five or six common books ;
its diferent parts should then be pasted on pasteboard , and sus
pinded by a siring, to a nail in the wall,or other convenient place :
one pastebond should contain the alpliabet; others, worils and
Subles ofronity to six letters. The reading lessons gradually
rising from word's if one silable, in the same manner, till they
cove to words of five or six letters, or more, preparatory to the Tes
tament lessons. There is a circumstance , very seldom regarded
eneigh, in the introdiuctory lessons which youth nsually have to
pertorn before they are admitted to read in the Testament. A
word of six letters or more, being divided by hy -phens, reduces the
syllables, which composé it, to three, four, or five letters cach ;
ot Course, it is as easy to read syllables, as words of five letters :
the child, who can read or spell ihe one, will find the other as easily
atlainable .
In the Testament, the words of two and three syllables are un
dividel, wbich makes this division of the lessons a more natural
introduction to the Testament. In the preparatory lessons I have
used , the words are thus di- vi-ded .

When the cards are provided , as before mentioned , from twelve

lo twenty boys may stand in a semi- circle before each card, and
clearly distinguish the print to read or spell, as well or better than
if they had a common spelling book in each of their hands. If
one spelling book were divided into thirty different parts or lessons,
and cach lesson given to a different boy, it would only serve thirty
boys, changing their lessons among themselves, as often as need
tul; and the various parts would be continuaily liable to be lost or
tom . But, every lesson placed on a card , will serve for twelve or
twenty boys at once : and , when that twelve or twenty have repeat
ed the whole lesson, as many times over as there are boys in the
circle, they are dismissed to their spelling on the slate, and another
like number of boys may study the same lesson in succession : in
deed tão hundred boys may all repeat their lessons from one card,
in the space of three hours. If the value and importance of this
plan, for saving paper and books in teaching reading and spelling,
will not recommend itself, all I can say in its praise , froin experi
ence, will be of no ayail.
 SERIES OF LESSONS . 1

In tcaching the lessons in my new spelling book to boys who

have not learned to read , it will be found needful to refer to the
root ofthe wore's sospeltas al. ale, con. coin, referring to the radix
(in Italics) every time a word is spelt. For the superior classes
an entire new series of lessons are in contemplation on the plan of 1

Freame's Catechism , an excellent work , against which much un

founded clamour has been raised , although it now has the sanction I

of two Bishops, as being one of the best selections ever made froni
Scrip !ure. The questions are read by the monitor, and the answer
by the scholar, which keeps up kontinueri attention from both
parties. When standing in semi-circles , to read or spell, the boys
wear their numbers, tickets, pictures, & c. as described under the
head , Emulation and Reward ; and give place to each other, ac
cording
classes .
to merit, as mentioned in the account of the two first

EXTEMPORE METHOD OF SPELLING .

In this method of spelling, the card is used instead of a book-

the monitor-general of reading and spelling, assembles bis whole .
class, by successive semi-circles, of ta'e/res or twenties ; call .
ing cach scholar to his number ; so as to begin at No. 1 , and
go regularly through the whole class. This preserves order
in their reading, and prevents any oher scholar omitting a
lesson . At first this is troublesome, and occasions some noise ;
because , in the minor classes, the monitors are obliged to call the
boys to rear or spell, b ; a list oi their names ; but, as a number is
atlixed to each name, the monitors soon become familiar with the
names and numbers of boys in their respective classes, and this
obviates the difficulty.
When the semi- circle is forned before a lesson , the monitor
points to the colors of spelling which form the lesson for
the day . The first boy the repeats the word pointed to,
letter, by letter, in cach syllable, and then pronounces the word ;
this is the common practice in duy schools,and is found on repeat
ed trials the quickest and best. If he commit any mistake, the
next boy is requind to rectify i without being told what themis
take is . If the second boy cannot correct the first, the third or
fourth may : in which case, the boy who corrects the mistake,
takes precedence of hin who committed it , and receives his
insignia of precedence : at the same time the monitor is not per
mitted to teach the boys in bis draft how to correct, unless they
should all be equally ignorant, and then it becomes his duty o do.
i. This is, in fact, each boy teaching himself : and it is the duty
 15

of the principal monitor not so much to teach them , as to see that

thes teach one another. When the boys, in the circle , have thus
studied their spelling by reading it , themonitor places the caid on
the card -stick where he can see it , and the class cannot, and re
quires them to spell and pronounce such words extempore, as he
repeats to them . In doing this, they correct each other's faults,
and take precedence as before describedl.
A great advantage derived from this method , is , that it forms an
ercellent practical counterpart of the spelling on the slate . The
boys usually spell this way in rotation : but, it the monitor detects
any boy looking about him instead of looking at the lesson , he
immediately requires him to perform a part of a lesson which lie
was inattentive to : he usually performsit ill ; and thus h's negli.
unce is followed with imme liate punishment, by his losing pre
cedency in his class. It is very important that in all those modes
of teaching, the monitor cannot do as the watermen do, look one
way and row another. His business is before his eyes ; and, if he
omit the performance of the smallestpart of his duty, the whole
semi-circle is idle or deranged : and detection , by the master, im
mediately follows his negligence . In society at large, few crimes
are ever committed openly ; because immediate detection and ap
prehension of the offender onld follow . On the contrary , many
are committed in privacy and silence . It is the same in perform
ing the simple duties of monitors in my institution : their perform
ances are so visible, that they clare not negleet ihem ; and, conse
quently, they attain the habit of performing the task easily and well.
This effect is produced from one canse : that every thing they do
is brought to account, or rendered visible in some conspicuous way
and manner. What applies to the monitors strictly applies to the
boys . There is not a boy, who dors not cel he besefits of this
constant emulation, variety , and action ; for, they insensibly ac
quire the habit ofexercising their attention closely , on every subject
that comes before them ; and this, without exerting themselves too
much . The classes spell on the cards by drafts, in thesameman
ner as they read .
 16

NEW

METHOD
OF
1

TEACHING ARITHMETIC .

It is necessary to premisè a little respecting the usual mode of

teaching arithmetic, which many of my readers will remember to
be the method in practice in such schools as they frequented in
early youth .
The sums are, in many instances, set in the boys' books, by the
master or teacher, at the expense of much pains and labour ; in
other instances, they are copied by the pupil, from Walkingame's,
or some other arithmetic.
The boys are, or should be, instructed how to work their sums,
in the first instance, by the master or teacher ; they are then
expected to do other sums of aa like nature , by the example shewn .
This is to be done by them at their seats; and , when it is fi
nished , the master or teacher should , and in most cases does, in
spect it, to see if done correctly.
But this operation of adding or subtracting, for instance , is in
tellectual, not mechanical , or audible ; of course, we cannot ascese 1

tain bow many times a boy repeats his sum , before it is brought to
his master for inspection : stearly boys may do it five or six times,
but the idle and careless seldom do it more than once ; here is
much time lost , and a remedy adapted to the case is not in the 1
teacher's power. i

Again , when sums are brought up to the master for inspec

tion , each boy's must be individually attended to ; bere is a great
loss of invaluable time. Perhaps, twenty boys have sums ready
for inspection at once, and nineteen wait, sit idle, or talk , while
the twentieth is at his master's desk, with his sum . Nor is this
all : if an incorrigible dance happen to show up his sums first,
and , as is often the case , adds new blunders to mistakes, he may
easily delay his master, and the boys who are waiting to follow
 17

him in succession , for some time, and a few instances of this sort,
arising from carelessness, inattention, or incapacity on the part of
the scholars, will completely derange the business of a master , and
keep a number of their school-fellows unemployed .
Independent of this, it is disgusting to teachers of any descrip
tion to be continually plo:lding over the same ground of elementary
arithmetic. Sameness, in every instance, produces listlessness ;
ard variety is not only agreeable, but mostly commands attention.
I have seen a respectable school-master, well versed in the mathe
matics, have a dozen boys standing round his desk , waiting for him
to attend to their sums, while he bas been listening to a slow boy,
repeating his sum , till he has bitten his lips with vecation . To
prevent this inconvenience I have in vented an entire new method
of teaching arithmetic, that commences when children begin to
make their higures. For the arrangement of the ciphering classes,
sce page the fourth .

FIRST CIPHERING CLASS .

The first object is to teach children to make their figures. In

order to do this, the class learning to make figures are assembled
under the monitor, in one part of the school, by themselves. It
is to be observed , the same boys who are in one class, according
to their proficiency in reading, are in another, according to their
progress in arithmetic ; that when the school is ciphering, the
classes are organized on the plan of the ciphering classes in page
4 ; when they are reading, ihey are arranged on the plan of the
reading classes, given in page 3. On ihe commencement of
school, they always go in to their different reading classes, and
afterwards,when ciphering, separate to their several arithmetical
classes : alter having performed the ciphering, they return to their
reading classes before they go out of school. This changing
about from class to class, in which three - fourths of the whole school
are concerned , is attended with but little bustle, and no confusion .
It is usually done in less than five minutes ; and the school-room
is so large, it will take near that time to go round it . If there are
any boys that cannot cipher, they remain under the monitor's
care, for instruction in reading, while the otbers are ciphering.
Tbe modes of teaching arithmetic are so simple and easy , that all
the boys in the school, who can read and write text hand in four
letters, are put in the first ciphering class.
It is not uncommon to find boys ilus instructed, that learn to
write and cipher remarkably well, in six inonths, who never hans
dled a pen , or were tauglit by any other method .' Before boys go
into arithmetic, it is needful they should learn to make the figures :
on my plan, they learn to make and combine them at the saine
tine . "The class of boys, who are learning to make their figures,
form , in my institution, the first class in arithmetic,
D
 18

THE FIRST CLASS IN ARITHMETIC .

In the tuition of this class, the boys who constitute it , are not
limitted to number : any boy, for whom it is requisite, is inmedi.
ately laced in it . Instead of teaching them to
! make figures in
the order of ihe nine digits, as is usually done, by writing occa
sionally in copy-books ; they have cach a slate. The monitor
takes an aidition table, which combines not only units with units,
but tens with units : a thing in which the pupil's greatest diffi
culty, as to simple: Addition, and Subtraction , occurs. The moni
tor roads from this table :
Gand I are 10 , 9 and 2 are 11 , & c . 25 and I are 26, 25 and 2
2

are 27, 25 and 3 are 28 , 25 and 4 are 29, 25 and 5 are 30 , 25 and
>

6 are 31 , 25 and 7 air 32, 25 and 8 are 93 , 25 and 9 are 34 ; or

other variatious of the same table.
When these are dictated, each boy writes them on his slate :
the monitor and senior boys in the class, assisting in teaching the
beginners, to make the figures, till they can do it themselves.
The monitor also varies the table thus :
Take 9 from 10 , 1 remains ; 9 from 1l , 2 remains ; 9 from 12,
3 remains, & c .
He also uses the multiplication table, and reverses it in the same
manner : 6 times 2 are 12, 2 in 12, 6 tinies.
In the same way , he teaches them the shillings and pence tables.
The knowledge of figures which the children acquire by this me
thod is great; and the improvement of this class in making their
figures, does much credit to the class and teachers. It is true,
the class are told all they are to do ; but, in doing what they are
bidden , they acquire a ready knowledge of the figures ; whilsi they
are insensibly led into the habit of giving attention to all they do,
and taking pains in doing it . By making their figures so many
times over, they unavoidably attain freedom in making them ; and
this is the best step that can possibly be taken to facilitate their
insprovement in the next stage of their progress in arithmetic.
The same variation and tables, without the total , or answer to the
monitor's question , applies to Subtraction , Multiplication, Divi.
sion , and the pence and shillings tables. This inethod of instruc
tion has also à counterpart : an arithmetical table of this kind,
applied to the first four rules, without the amount of each combi
nation annexed , is placed on the wall , or other convenient place.
in the former instance, the monitor told the class, 9 and 9 are 18 ,
and they wrote it . He now subdivides the class ; and they assem .
ble, successively, in circles of twelve boys, around the tables of
figures on the wall . They have their numbers, insignia of merit,
prize , & c. as in other divisions of classes. The monitor then puts
the question to the first boy--How much are 9 and 4 ? and the
 19

bov is expected to tell the amount -- 13. If he cannot answer cor

rectly, the monitor puts the question to another boy , till lie finds
one who can : and he takes precedence, and the badge of merit,
from the boy who is uable to answer the question . The boys in
this class ar - called out, in successive companies of twelve cach ,
to answer quessions of this nature, aplicatory to the similar lesson
they have that day been performing on the state ; and he varies
the question ; as, Ilow much are 9 and 9 : -Like 9 from 18
what remains ?-llow much are 9 tines 9 ?-idow many times 9
in 81 ?
Whilst one company of twelve bors ( the number need not
be restricted to twelve, but it can hardly be more than twenty will
propriety) are performing this task , the remainder of the class
continue at their seats, writing what the monitor dictates, till the
first division of the twelve have finished their lesson . Then ano
ther division goes out, to the same examination ; and they return
to write on the slate. This is done every day, till the whole class
has performed their lessons both ways. This method serves as an
introduction to Nuneration , which, it will be seen in the sequel,
is only waught in a practical way.

ON THE ART OF TEACHING THE FOUR RULES OF ARITII

METIC IN THE NEW MODE .

The next is the simple Addition class. Each boy, in every

riphering class, has aa slate and pencil; and we inly oncli rinat
the subject, now before us, relates to the best motiod of Convey
ing the knowledge of arithmetic to those who are unacquainted
with it . They isually begin with small suns , and gradualiy au
vance to larger; but boys, who have been well instructed in the
preceding class, are not only qualified for this , but have a forrada
tion laid for their future proficiency in every branch ofarithmetic.
As the reader will observe the whole of this method of reaching is
closely connected with writing ; it not only unites exertion with
itself, but always renders that exertion, however great or wall,
visible to the teacher ; and enables him to say, with certainty ,
that his pupils have performed their business. The monitor, or
subordinate teacher of the class, has a printel book of sunlig
which his class are to do ; and he has another printed bojk , c0n .
taining a key to those sums, on a peculiar plal, which will be
described, and wilich fully' shews how they are to be done *
In the first place, when his class are scarell, the monitor takes
the book ofsums - suppose the firsé-sum is as follows :
* Any boy that can read and gumerale a little, is able to per rim this outs
as the principal inonitor: The bay who reads the sun cinant be ilhe : i hii
whole class must be so too ; when teaching others, he is rapidly impret ég limeif.
2.
 20

lbs.
(No. 1. ) 27933
3963
8679
14327

54904

He repeats audibly the figures 27,935, and each boy in the

class writes them ; they are then inspected, and if done correct,
he dictates the figures, 3,953, which are written and inspected in
like manner : and thus he proceeds till every boy in the class has
the sum finished on his slate. He then takes the key, and reads
as follows :

FIRST COLUMN .

7 and 9 are 16, and 3 arc 19, and 5 are 24 : set down 4
der the 7, and carry 2 to the next.
This is written by every boy in the class, inspected as before,
and then he proceeds.
SECOND COLUMN .

2 and 7 are 9, and 6 arc 15 , and 3 are 18, and 2-I carried are
20 ; set down 0 and carry 2 to the next.
THIRD COLUMN .

3 and 6 are 9, and 9 are 18 , and 9 are 27, and 2_ ) carried are
>

29 ; set down 9 and carry 2 .

FOURTH COLUMN ,

4 and 8 are 12, and 3 are 15 , and 7 are 22, and 2-I carried are
24 ; set down 4 and carry 2..
FIFTH COLUMY .

1 and 2 are 3 , and 2-I carried are 5 ; set down 5 .

Total in figures-54,9041hs. Total in words, fifty -four thoue
sand , nine hundred and four pounds.

When the teacher reads, set dowo 4 under the 7 and carry 2 to the next , the lads
ho are inspecting the manner in which the bays in this class perform their sums, see
that each boy writes down the 7 under the 4 , and that they do the same with the
amount to b'set down in every succeeding columo.
 21

The whole of a sum is written in this manner, by each boy in

the class : it is afterwards inspected by themonitor, and frequently
by the master; and it is a method , in particular, well adapted to
facilitate the progress of the scholars in the elementary parts of
arithmetic .
After the same method , the knowledge of arithmetic , in the four
first rules, will be easily acquired .
Its good effects are deducible froin principle, as well as practice.
For youth to be conversant in arithmetic, it is needful that the
most frequent combinations of figures, which occur in the first four
rules, should be familiar to their memory. Now , the frequent re
curring of one idea, if simple and definite, is alone suficient to
impress it on the memory, without sitting down to learn it as a
task ; and , in the method of tuition just described , every boy is
>

obliged to repeat it , at least twice. First, the impression it makes

on his mind , when listening to his monitor's voice, and the repe
tition of that impression when writing it on the slate. When a
certain quota of sums are done, the class begins anew : and thus
repetitions succeed each other , till practice secures improvement,
and removes boys individually into other classes and superior rules,
when each boy has a suitable prize, which our established plan
appropriates to the occasion .
Multiplication is easily attained by this method : and the use
which ismade of the Multiplication Table in general,as an auxili
ary to the memory in acquiring this rule, is a cogent reason in
favour of the method I suggest to public notice.
In the instance of dictating the figures 27,935 , and any other
variations after the same example, the scholars, by writing, ac
quire a thorough knowledge of Numeration, expressed both in
to it as a separate
words and figures, without paying any attentionlearned
rule . In fact , Numeration ismosteffectually by the scho
lar in my institution, not from the study, but by the practice of it ;
and I may add, almost every other branch of knowledge, taught
in outhe
ti different classes, is acquired in the same easy and expedi
s way :
The boys vie with each other in writing their sums neatly on the
slate, and their practice and improvement in writing is greatly in
creased by this means.
Before the introduction of this method, I found it needful to em
ploy the senior boys as teachers of aritbmetic :: anil, when their
improvement in the lower rules was desirable, a more honourable
and efficacious mode conll not be adopted ; but when proficiency
was such as rendered it needless, it was time not so usefully em
ployed as it might be. This I saw with regret,, and have the plea
sure of seeing the difficulty removed by this improvement.
It must be obvious, that if any boy had studied and attained a
quickness in addition and were to repeat it before me, in the usual
 22

way , to show his improvement; the key to the preceding sum com .
prises the substance of what he would express if I were to
take a scholar, unacquainted with arithmetic , and show him
minutely how he was to work the sum , the key contains not only
the substance of what I should express, but also the same of any
other teacher in like case ,
Any boy of eight years oid , who can barely read writing, and
numerate well, is,by means of the guide containing the suns, and
the key thereto, qualitied 10 teach the first four rules of arithmetic,
simple and compound, if the key is correct, with as much accuracy
as mathematicians who may have kept school for twenty years.
Perhaps it is not reasonable ío expect much invention and intel
lectual exertion from boys, whose talents are yet in embryo : but,
when the line is drawn, they cai abide by it . Boys, in general,
are excellent agents ili whatever they are equal to ; and, in this
case , nothing is left to their discretion , and they cannot err, with
out they go to sleep, or do it for the purpose.
Here is a positive certainty to the teacher, that every hoy in the
class is en ployed , and detection follows a disposition to idleness
as soon as it exists ; that none sit idle while others are waiting the
master's partial instructions; and that three times the usual quota
of sums are done and repeated by every boy.

ARITHMETIC BY READING .

By this mode a sum like the example, in simple addition , for

instance, is printed and placed on a board , the key as well as the
sum ; eightboys assemble round it ; the monitor numcrates the
sum , line by line, till each boy has got the sum fairly copied on
his slate . Then the first reads the first column, and when he comes
to the total 24 , he sets down four, under the seven, and marks 2 on
the slate to be carried to the next.. Each boy in the semi-circle 1
sets down the 4, &c. at the same time. The second boy also
reads the second columul, and when he sets down the total all the
boys do the like. Thus they read column by column setting
doin the total until all the boys haveread the sum singly, and
then they begin one by one, reading the whole of the sum ; the
others setting down the whole of the total, and beginning anew , as
every boy begins to read. This is found an auxiliary method ,
and has been recently practised.
Every rule in arithmetic is usually considered as a study api
pointed for a separate class.-- Sce Table of Classes, mentioned pi to
 23

The object of the boys in cach class is to sturiy only that rule or
- lesson appointed for them ; and , whatever number of boys here
may be in kry one class, whether ten , fity, or five hundred , the
trouble of tuition is not at all increased by the a dition of numbers.
The inspection of the sums or spelling written on the state is more,
and the number of inspecting boys is greater in proportion . By
the method of arithmetic just desc iberl, every boy in each class is
told by the teacher all lor is to do : and his sole business is to do it
so ofien as to become quite familiar with it . In the succeeding
method, the boy's business is to do every thing without instruction ,

EXTEMPORE TUITION IN ARITHMETIC .

Each arithmetical class is called out, according to the list , in

companies of cight. To cach class is allotted a proper sum ac.
cording to the rule they are in . This sum is printed on a card .
The eight linys stand round the sum they are to work ; and the
board, on which the sum is, is suspended from the wall. The
teacher is provided with a key to the sum , similar to those Byfore
described . Each semi-circle has its insignia of merit, & c . and
each bey gives precedence to any other boy that excels him in
performing his lesson . The teacher then requires the first boy to
add the first column, if in Addition ; or to multiply the first
:

figures, if in Multiplication . He is to do this alond, extempore,

without any previous knowledge of thes , or assistance from his
teacher in performing it . I lie mistake, it is not the inonitor's
business to rectify the mistake, but the next boy is to try if he can
do it ; and if none of the eight can answer right, it must then be
done by the monitor. When many mistakes in a whole class
occur, such boys must practice more in the methods first descried,
before they are tried this way. The former merhod affords an
easy introduction to this. The same advantage is possessed by
both , that neither teacher nor learner can be idle . Our system of
emulation enables me to combine encouragement and reward with
1 it, in a manner more than usual in schools where this is practised .
The last method being such as is usually taught in some schools,
it requires a boy of superior abilities to reach those who are interior
to hinself in proficiency. The monitor has a key to each sun ,
which reduces it to a mere system of reading on the monitor's part.
If the boy repeat the sum extempore, naming the totai, accorling
to the key in the teacher's hand , they are correct; it their account
differs, the monitor immediately detects the error, when it becomes
the binsiness of the next boy in the class to correct it. On this
plan, any boy who can read, can teach ; ami be inferior boys
may do the work usually done by the teachers, in the common
mode; for a boy who can read, can teach , ALTHOUGH HE KNOWS
NOTHING ABOUT IT ; and in teaching, will imperceptibly acquire
 24

the knowledge he is destitute of, when he begins fo teach , by

reading. The superintendant, or master, may examine the profi. 1

ciency of his pupils, by this mode and the following.

1
ANOTHER MODE OF EXAMINING THE PROFICIENCY OP BOYS
IN ARITHMETIC . 1

To ascertain the proficiency of the scholars, after they have been

used to the preceding methods of tuition , the teacher places each
boy in a situation where he cannot copy from , or be assisted by any
other, who has the same task to perform . He gives him a sun ,
according to the rule he is in, and requires him to make a key to
the sum , in a correct manner . If he can do this readily, a num
ber oftimes , it is a proof that he is conversant with the rule he is
in ; and when practice has deeply impressed it on his memory , he
inay advance to another rule. The first class, or combination of
ligures, is examined the same way. The tables in Addition are
written on the slate, without the amount, thus : 6 and 6 aro--the
boy who is examined is required to add the amount - 12. If he
can do this, with every combination of figures in the addition and
other tables, he is then fit for ciphering . By the old method of
teaching arithmetic , there is usually a great consumption of
printed books of arithmetic ; the new method almost entirely su
persedes them . The same economy applies to another expensive
article of consumption in schools , ciphering books ; in which the
scholars usually write down all the sumsthey do. The expedi
tious progress they make, both in writing and accounts, is so great,
they need only commit to writing a very short specimen of their
sums, for the satisfaction of their parents ; and even that is not
absolutely needful. By using their pencils well they acquire an
equal facility in the use of their pens.
1

ABSENTEES, &c.

NEW MODE OF MUSTERING BOYS FOR ABSENTEES .

1

It is usually, in most schools, to have a muster or roll-call, at a

particular hour, varied at the discretion of the masters. The list
of the scholars contains the name of every boy that attends it. In
calling over the list every name is repeated, although three- fourths
31 more of the boys, whose names are called over, are present. ht
 25

was needful in my institution to make a strict inquiry after absen.

tees; but, the method above described was so tiresome and noisy,
that I devised another more eligible. As the number of absen
tees bear but a small proportion to the numbers that attend , I
formed the design of taking an account of the smaller number, with
out the repetition of names. To effect this, the classes are nume
bered - each beginning at number 1 , and ending its series of num.
bers at 30, 70, 190, or any other number of which the class may
consist. The list of each class is kept by the monitor of it, ncarly
in this shape :

CLASS LIST .

Number 1 , Jones .
2 , Trimmer.
3, Brown .
4, Daubeny .
5, Plymly.
6, Bowles.

These few names will show the manner in which the list of the
whole class, perhaps an hundred and twenty, is kept. Answering
to this is another series of numbers, printed on the school wall,
thus :
1 , 2, 3, 4, 5, 6.
The monitor calls his boys to muster -- the class go out of the
seats in due order-go round the school-room ; and, in going,
each boy stops, and ranges himself against the wall , under that
number which belongs to his name in the class-list. By this
means, the absentees are pointed out at once-every boy who is
absent will leave aa number vacant. The monitor of the class then
passes silently round the school-room , and writes on the slate the
numbers which are vacant.
Take a specimen of six boys, mustered according to the fore
going list :
No. 1. 2. 3. 4. 5. 6.
Jones.. - Trimmer . Plymly.
The boys, Jones, Trimmer, and Plymly, are supposed to be pre
sent--they are arranged under their numbers. The boys, Brown ,
Daubeny, and Bowles, are absent -- their numbers 3, 4 , 6, are va
cant. Intaking the account of absentees, the monitor writes the
‫از‬ numbers 3, 4 , 6, on his slate ; and the same as to any numbers
vacant by absentees, in the whole class . He then makes a list of
E
 26

absentees, by referring to names in the class-list. This list he gives

to a monitor, whose business it is to see that the absentees are in
quired after.

MONITOR OF ABSENTEES .

The monitor of absentees has under his charge an alphabetical

list of the whole school : he refers to this list -- and there he finds
the name, dwelling, and parent's trade of each boy who is absent.
He writes a list of absentees ; this list is given to the master, who
directs needful enquiry to bemade in all cases that require. The
report of the monitor of absentees stands thas :

EIGHTH CLASS .

DAY OF THE
ABSENTEES . | INQUIRERS. REPORT .
MONTH .

Brown. Jones. Wanted by

his parents.

Daubeny. Trimmer. Truant.

Bowles.
Gone to
Plymly. Holland .

In case of truants being reported, whien they are brought to

school, either by their friends, or by a number of boyssent on pur..
pose to bring them , the monitor ofabsentees ties a large card round
Lis neck , lettered in capital letters , TRUANT ; and he is then tied
to a post in the school-room . When a boy repeats the fault
many times or is incorrigible, he is sometimes tied up in a blanket,
and left to sicep at night on the floor, in the schOOL -HOUSE. When
boys are frequently in the habit of playing truant, we may con
clude that they have formed some bad connections ; and , that
nothing but keeping them apart can effect a reform . When bad
habits and connections are once formed in youth, they often be
come an casy prey to various temptations, in spite of all their good
resolutions to the contrary .
 27

MINOR CLASSES.

In the smaller classes of readers it is well to subdivide the boys

into twenties-- the children being mostly young, learn to distin.
guish such numbers with greater facility : it is on this account that
the minor classes muster in twenties. One series of numbers on
the school-room walls, serves for all the classes in the school to mus.
ter at in succession . The time taken by a class of a hundred and
twenty boys to muster in , is seldom so much as ten minutes. The
numbers attached to boys' names in the class-list are all estimated
alike. These numbers are never changed by precedence and im
provement in learning. They remain fixed for the sake of order,
and have not the slightest connection with the system of rewards
and encouragement adopted in the school.

INSPECTION ON .
According to the first chapter, of '6 Arranging a School into
Classes,' boys should be classed according to their proficiency, on
their admission into school . No other lessons should be taught to
each class than those appointed for it. Pupils should be removed
from one class to another, as soon as they are proficient in all the
lessons of the class to which they belong. Thus, a boy in the A ,
B, C , having learnt to distinguish all his letters, is proficient in
that class, and he should be removed higher, and so on . As the
scholars are all arranged in different classes, many of them will
soon make a proficiency by these expeditious modes of teaching ;
aud, as they cannot learn more than what is appointed for the class
--- Cannot'remove themselves --or can their monitor remove them
- they must remain where they are, losing time, and making no
progress, unless the system of inspection I am about to describe
prevents the evil. A monitor is appointed as inspector- general
of reading : he keeps a list of every class of reading in the school.
Whenever a new scbolar enters, another monitor, wbose business
it is, examines what progress in learning the pupil has made, and
appoints him to a class according. The first duty of the inspector
of reading, is to see that each scholar's name is duly entered on the
list of the class to which he is sent on commencing school. This
is a matter of conscquence. Ifany omission be made in the entry
of each boy's name, it ispossible, the inspection may beconducted
well, and yet the boy, whose name is omitted, be passed by ; and ,
 28

whatever his previous improvement may be, he must remain sta

tionary.
The monitor of each class keeps a list thereof. It is also his
duty to see the inspection conducted so that no boy in his class is
passed by. The inspector of reading keeps a list of every class of
reading in the school; and, when his lists are correct, he proceeds
to duty, but not before.--Hebegins his inspection, by desiring the
monitor of the first class to bring up six boys, according to the
list. He then compares their names with his own list,and ex
amines them, to see if they can tell all their letters, and make
them in the sand ; if so, they are fit for the next class , and the in
spector orders them to be removed accordingly. Then he pro
ceeds with every other class in the same way :and when he has
examined the whole he begins anew. Thus by diligence and at
tention on bis part, some hundreds may be examined in a few days.
When a boy is removed from one class to another, he has per
mission to choose a prize, of a stated value, for himself, as a reward
for his diligence"; and the monitor is entitled to one of the same
value, for his care in improving his scholars. The date of exa
mination , class removed to, prize chosen , &c. are all entered in a
book at the time of inspection.
It is no unusual thing with me to deliver one or two hundred
prizes at the same time . At such times, the countenances of the
whole school exhibit a most pleasing scene of delight : as the boys
who obtain prizes, commonly walk round the school in procession ,
holding their prizes in their hands, and a boy proclaiming before
them , : “ These good boys have obtained prizes for going into ano
ther class. ' The honour of this has an effect as powerful, if not
more so, than the prizes themselves. The duty of inspection may
be first done by the monitors appointed by the master, but should
be done by himself afterwards .
The mode of inspection applies to the arithmetic classes, and
every branch of instruction taught on this system , with such
variations as the nature of each particular branch requires, and
which the description of each will shew .

EMULATION AND REWARDS.

In sp ng by writing on the slate, the performances of the scho.
lars are inspected , sometimes by the monitor of their class, often
by an inspecting monitor, and occasionally by the master.
 29

Printing in the sand is inspected in the same manner as in the

new method of teaching arithmetic. Every boy is placed next to
one who can do as wellor better than himself : bis business is to
excel hini, in which case he takes precedence of him . In reading,
every reading division have the numbers, 1, 2, 3, &c. to 8, sus
pended from their buttons. . If the boy who wears number 8 , excels
the boy who wears number 7 , he takes his place and number ; in
exchange for which the other goes down to the place and number
8. Thus, the boy who is number 8 at the beginning of the lesson ,
inay be number 1 at the conclusion of it , and vice versa. The
boy who is number 1 , has also a single leather ticket, lettered vari
ously, as, "Merit,'-- " Merit in reading,'– Merit in spelling,'
" Merit in writing,' &c . this badge of honour he also forfeits, if he
loses his place by suffering another to excel him . He has also a
picture pasted on pasteboard, and suspended to his breast ; this he
forfeits to any one who can excel him . The boys are usually
much delighted with this, and it raises great emulation to obtain
it, as it is seen at home. Whoever is in the first place at the con
clusion of the lesson delivers the ticket and picture to a monitor ap
pointed for that purpose. The honour of wearing the tickets and
numbers, as marks of precedency, is all the reward attached to
them ; but the picture which has been worn entitles the bearer to
receive another picture in exchange for it, which becomes his own .
This prize is much valued by the younger boys,and regarded by all.
Pictures and prize lessons can be a fund of entertainment and in
straction, combined with infinite variety . When a boy has a
waggon , a whip -top or ball , one thing of the kind satisfies him till
it is worn out : but he may have a continual variety of pictures and
prize lessons, and receive instruction as well as pleasure from every
prize . The advantage of some prints, as rewards for children , is
their cheapness, and others their utility. Many such prints can
be cut into four or six parts. Every part will be a complete sub
ject itself, and fit for a prize : thus, less than a shilling per day
will afford prizes, morning and afternoon, for a hundred and
twenty children or more , and raise emulation among the whole
school. I hope all ladies, who are patronesses of schools, will
adopt these articles for prizes.
The prize lessons consist of selections of poetry, short stories,
& c , in prose and verse, admit of great variety, command much
attention, and excite an interest in parents as well as children,
highly calculated to improve both : they are printed and sold at
the Free School, Borough Road.
TICKETS FOR REWARDS .

By tite foregoing observations it will appear, that emulation

and reward areclosely united with continual inspection and appli
 30

cation to learning. Another method of rewarding deserving boys

is by paper tickets, which are numbered, one, two, three, & c.;
they are given to such boys as distinguish themselves in writing
with the pen ; which is done about four times a week, by part of
the school only, in order to accustom them a little to the pen .
Each number is to be obtained several times, before the bearer car
obtain the prize appropriated to it ; as,
Number 1 , three times, to receive d .
2, six times Jd .
3, eight times . 2d .
4, nine times . 30 .
5 , twelve times 6d .

Every time a ticket is obtained, it is booked by a monitor,

whose office it is to record tickets, prizes, & c. The tickets are
given, according to the evident and various degree of pains the
scholar may have taken with his performance. They are given
by the monitor, or teacher, who inspects the written copies, accord
ing to his judgment of the performances submitted to bis inspec
tion. It requires some discretion in the master to choose a lad for
this office, whose eye is capable of at once discriminating between
one performance and another, and of discerning where exertions
have been made by the learner to improve. In small institutions,
the master may perform this oflice ; in large ones , he can only do
it occasionally. I bave severallads who are capable of thisoffice,
and perform it well. The best way to qualify a boy for such a
duty is, to accustom him to inspect and compare the performances
of boys in writing on the slate, one with another ; hemay decide
improperly in some instances, at first, but practice will soon make
perfect in discriminating and deciding ; and then he will be found
a very useful auxiliary in aa school. It is as easy to form a mume
ber of boys, as one or two, on this plan ; and they may be quali
fied sooner iban usual, if required, provided the master renews
the same inspection and decision in their presence, after they have
done ; and shows them every prominent case in which they may
have decided wrong, and why they have done so . When boys
have obtained their tickets for writing the stipulated number of
times , they are permitted to choose any prize of value appropriated
to the number on their tickets ; and there is a choice variety of
prizes , consisting of toys , bats, balls, kites , &c. but the books
with the prints or pictures, and the prize lessons, are more in re
que st among the children , and generally more useful than any
other prizes.
I believe the emulation I have described , as united with my
method of teaching, will be found most useful as a stimulus to
the exertions ofthose scholars who possess no more than common
abilities ; indeed , it is for this class of learners, who in general,
 31

give the most trouble , that such methods of teaching and encou .
ragement are most wanting . The drudgery of theteachers is always
greater or less, in proportion to the quickness or dullness of their
scholars ; but, in these modes of teaching, all must exert them .
selves according to their abilities, or be idle . If they exert them .
selves as well as they can, they will improve accordingly -- ifthey
are idle, it is immediately detected, and as rapidly punished ; of
the method of doing which I shall treat presently.

ORDER OF MERIT ,

Another method of encouraging deserving youth , who distin .

guish themselves by their attention to study, is equally honourable
but less expensive. I have established in my institution an order
of merit. Every member of this order is distinguished by a silver
medal, suspended from his neck by a plated chain . No boys are
admitted to this order, but those who distinguish themselves by
proficiency in their own studies, or in the improvement of others,
and for their endeavours to check vice. The honour of the medal
is a reward , the forfeiture of it, in case of repeated misconduct, is a
punishment.

PRIZE TICKETS .

Another method of rewards for those boys who are first in their
classes, in addition to their badge of merit , is a similar badge,
lettered ' Prize, value two- pence,' Prize, value three-pence, Prize,
value six -pence,' & c. The boy who continues first in his class,
for three or four successive times, is entitled to the prize lettered
on the ticket he has worn. If any boy excels him , he forfeits his
ticket and place in the division . The boy who obtains the ticket
once, must retain it three or four times successively ; if he once
forfeits his place and ticket, he forfeits his chance of the prize,
although he may have obtained it three times oui of the four.
These prizes are very much limitted to the arithmetical classes.

COMMENDATORY LETTERS .

It frequently happens, that boys distinguish themselves much

in their learning at school;and occasional letters sent by the
master to their parents, to inform them of this, is encouragement
for the child to continue a regular attendance at school.
 32

EMULATION BETWEEN CLASSES .

It is a common practice for one class to try to excel another.

The highest class as to proficiency in learning, occupies the most
honourable place in theschool, a place no otherwise distinguished
from the rest , than that it is the customary seat of that class .
When an inferior class excels a superior, the superior class quits
its station , and goes down to the seats of the inferior. When this
happens, the superior class finding itself excelled , and not liking
the disgrace, usually works very hard to regain its former seat .
These contests are decided by writing on the slate, or in a book .--
The performance of every boy in an inferior class is compared
impartially with that of a boy in the superior. The umpire de
cides which is the best of the two. On which side the decision is
given , a number 1 is minuted down on a slate, in favour of that
class ; then the umpire, or monitor, appointed to decide, proceeds
making comparisons between two boys of each class, till both
classes are entirely examined . When the examination , which
may be compared with polling at elections, is finished , the number
of ones in favour of eachclass is cast up , and the contest decided
in favour of that class which has the majority. The industry and
exertion it creates is surprising ; and the exultation which takes
place among the boys , when they find the majority in favour of
their own class, as well as the manner in which the monitors spur
on their classes, by reproaches, when boys are remiss ; and by
commendations, when they strive to excel, affords much pleasure.
When a contest of this kind occurs, which frequently happens,
the whole school , and above all, the monitors of the classes, are so
interested , that, if permitted, they would attend to no other busi
ness, while the decision is carrying on. The contest is speedily
terminated, mostly in less than ten minutes. A striking advantage
accrues from this emulation : each monitor and scholar is interested
in such a degree, in the contest, that he exerts his abilities -- and ,
having once discovered what they are able to do, the master
knows what to require of them to do in future, according to the
specimen they have shewn of their abilities. It is a contest much
in the nature and spirit common in elections, but without its ran .
cour or bitterness,> and directed without excess, in a peaceful way ,
to a very useful purpose *.

REMARKABLE INSTANCE OF EMULATION.

I had two boys in my school, remarkable for hardness of disposition ; they were in
two differentclasses; with no nther design than the improvement of two classes, by
raising a spirit of emulation among them , I betted, with one of my subordinate moni
tors, a shilling against an old rusty nail, that another class would excel in writing on
the slate, that in which he taught. Lu case it did , the old rusty nail was to be mine ;
if not the shilling was to be his ; the oddity of the thing tickledthe fancy of the boys,
and served as well for the bone of contention, as any thing else. Both classes were
disposed to exert all their powers on the occasion, determined not to be excelled . I
 33

OF OFFENCES AND COMPLAINTS .

The chici offences committed by youth at school, arise from
the liveliness of their active dispositions. Few youth do amiss
for the suke of doing so ; youth naturally seek whatever is pleasant
to them with avidity : and, I have found , from ample experience ,
that they do so with learning, when innocent pleasure and emu
lation is associated with it . If any misconduct should be punished
by severity, rice, profaneness, and immorality are the chief sub
jeets ; and, I am convinced, that correction is not always indis
pensable øven in those cases, having known many å sensible
boy reformed without, and that from practices as bad as any that
Hsually occur in schools.

CHIEF FAC LTS THAT OCCUR IN SCHOOLS .

That children should idle away their time, or talk in school,

is very improper ---they cannot talk and learn at the same time.
In every school, talking should be considered a greatoffence ; and
with due care , it occurs very sellom .

THE RULE AND ORDER BY WHICII MONITORS MAKE COM

PLAINTS :

The monitor should have a continual eye over every one in the
class under his care, and notice when a boy is loitering away his
time in talking and idleness. Having thus seen, he is bound in
duty to lodge an acousation against him for misdemeanor. In
order to do this silently, he has a number of printed cards
with different charges : as, ' I have seen this boy idle,'- I have
seen this boy talking ,' & c . & c. This rule applies to every class,
and each card has the name of the particular class it belongs to
written on it. On shewing a printed card as above, belonging to
the iirst or sixth, or any other reading class, it is immediately
known who is the monitor making the complaint, and what is the
fault complained of. This card is given to the defaulter, and he
is required to present it at the head of the schoolma regulation
that must be complied with .

lost the wager in the sequel; but if it had been liftv times the value, it could not have
had a better effect than it bad . The truants I have been mentioning, were in the two
contending classes . The interest they took in the honour of their classes vas so great,
that instead of playing truant, they came to school , to aid their companions in securing
the honour, which was more than the prize. They became pleased with school ; and ,
above all , the almost incorrigible boy became reformed , and one of the best proficients
in learning in the whole school; and for two years after, while he remained with me ,
no more was heard of his playing truant.
 INSTRUMENTS and MODES of PUNISHMENTS.
Ou a repeated or frequent ofſence, after admonition has failed,
the lad to whom an offender presents the card , places a wooden .
log round his neck , which serves as a pillory, and with this he is
sent to his seat. This log may weigh from four to six pounds,
some more and some less. The neck is not pinched or closely
confined - it is chiefly burthensome by the manner in which it in
cumbers the neck , when the delinquent turns to the right or left .
While it rests on his shoulders, the equilibrium is preserved ; but
on the least motion one way or the other, it is lost, and the log
operates as a dead weight. Thus he is confined to sit in his proper
position, and go on with his work .

OF SHACKLES ,

When logs are unavailing, it is common to fasten the legs of

offenders together with wooden shackles : one or more, according
to the offence. The shackle is a piece of wood mostly a foot long,
sometimes six or eight inches, and tied to cach leg. When
shackled , be cannot walk but in a very slow measured pace ; being
obliged to take six steps when confined, for two when at liberty.
>

Thus accoutred , he is ordered to walk round the school-room , till

tired out--hie is glad to sue for liberty, and promise his endeavour
to behave more steadily in future ; with this he is sent to his seat ,
and goes on with his work. Should not this punishment have the
desired effect, the left hand is tied behind the back , or wooden
shackles fastened from elbow to elbow , behind the back . Some
times the legs are tied together. This is an excellent punishment
for boys who ollend by leaving their seats, and wander about
the school- room .

THE BASKET .

Occasionally boys are put in a sack , or in a basket, suspended

to the roof of the school, in sight of all the pupils, who frequently
smile at the birds in the cage. This punishment is one of the
most terrible that can be inflicted on boys of sense and abilities.
Above all , it is dreaded by the monitors ; the name of it is suffi
cient, and therefore it is but seldom resorted to on their account.

THE CARAVAN .

Frequent or old offenders are yoked together, sometimes by a

piece of wood that fastens round all their necks; and thus con
 35
fired , they parade the school, walking backwards--being obliged
to pay very great attention to their footsteps, for fear of running
against any object that might cause the yoke to hurt their necks,
or to keep from falling down. Four or six can be yoked together
this way

PROCLAMATION OF THE FAULTS OF AN OFFENDER BEFORE

THE SCHOOL .

When a boy is disobedient to his parents, profane in his lan

guage, has committed any oftence against morality, or is remark
able for slovenliness, it is usual for him to be dressed up with
labels, describing his offence, and a tin or paper cap on bis
head . In that mamner he walks round the school, two boy's pre
ceding him ,and proclaiming his fault ; varying tlie proclamation
according to the different offences.

SLOVENLINESS .

When a boy comes to school, with dirty face or hands, and it

seems to be more the eflect of habit than of accident, a girl is
appointed to wash his face in the sight of the whole school. This
usually creates much diversion, especially when (as previously
directed ) she gives his cheeks a few gentle taps of correction
with her hand , One punishment of this kind has kept the boys
faces clean for two years.

CONFINEMENT AFTER SCHOOL TOURS.

Few punishments are so effectual as confinement after school
hours. It is, however, attended with one unpleasant circumstance.
In order to confine the bad boys in the school- room , after school
hours, it is often needful that the master, or some proper substitute
for him , should confine himself in school, to keep them in order.
This inconvenience may be avoided by tying them to the desks,
or putting them in logs, & c . in such a manner that they cannot
loose themselves. These variations in the modes of unavoidable
punishment, give it the continual force of novelty, whatever
shape it may assume. Any single kind of punishment, continued
constantly in use , becomes familiar, and loses its effect. Nothing
but vuriety can continue the power of novelty. Ilappily, in my in
stitution, there are few occasionsof punishment; and this conduces
much to the pleasure it affords me. The advantages of the vari.
ous modes of correction, are, that they can be inflicted , so as to
give much uneasiness to the delinquents, withont disturbing the
30
 36

mind or temper of the master. The object of these different modes

of procedure is to weary the culprit with a log ; or by placing hin
in confinement of one kind or another, till he is humbled, and
likely to remove the cause of complaint by better behaviour in fu
ture . When he finds how easily his punishments are repeatedl
that he himself is made the instrument-- and no respite or comfort
for him , but by behaving well, it is more than probable he will
change for the better. It is also very seldom that a boy deserves
both a log and a shackle at the same time. Most boys are wise
enough, when under one punishment, not to transgress again
immediately, lest it should be doubled. They are mostly so pru
dent, as to behave quiet and well, in hopes of being set at liberty
from the one they already suffer, which is mostly in a few minutes.
It ought to be understood in a school, that whatever mode of pu
nishment a master inay adopt, on a repetition of the fanit, a repe
tition of the punishment will unavoidably ensue ; this will save
recurring too often to modes of punishment, which are not effectual
without interrupting the pupils attention to business, as the log,
the shackle, the badge of disgrace - it the same time the offenders
are the instruments of their own punishment. Lively , active-tem
pered boys, are the most frequent transgressors of good order, and
the most dillicult to reduce to reason ; the best way to reform them
is by making monitors of them . It diverts the activity of their
minds from mischiet, by useful employment, which at the same
time adds greatly to thcir inprovement. I have experienced cor
rection of any kind, only to be needful in proportion as boys were
under the influence oi bad example at home. Nothing is unliap
pily more common , than for parents to undo, hy their bad example
at home, all the good their children obtain at school. This occa
sions the first trouble to be renewed many times; and many punisli
ments fall to the lot of that child , who, however well regulated at
school, is spoiled at home. But, certain it is , that, if punish
ments must exist , such as those mentioned in the preceding detail
are preferable to others more severe, and in common practice. I
wish such were never in sole practice, without something of a more
generous nature being introduced into those schools where corpo .
ral punishment is made use of.

SINGING TONE OF READING .

When a boy gets into a singing tone in reading, the best cure
that I have bitherto found effectual, is by force of ridicule.--
Decorate the offender with matches , ballads , & c. and , in this
garh , send him round the school, with some boys before him ,
crying ' matches ,' & c . exactly imitating the dismal tones with
which such things are hawked about the streets in London ,
as will readily occur to the reader's memory .
 37

LABELS OF DISGRACE .

: When boys are in habits of talking, or being idle in school-time,

it is common in the Free Schools under my direction , as variety
in punishment, to make an offender stand up and suck his fingers,
with the label, ' Idle,' Noisy' or • Suck finger Baby,' ' Bite finger
6
Baby ,' • Nice Matchies’ for singing tones in reading ; and “ Tell
Tale Tit ,' for idle complainants .

OTHER MODES OF PUNISHMENT.

The following punishment is most tremendous ; when a boy is

found to deserve punishment, instead of recurring as to the rod,
make him A BASHAW OF THREE TAILS . The use of a famous
coat, walled the fools coat, is well known in schools ; let such a
coat be suspended in public schools, the name of the oftender
printeri in large letters, that the whole school may read, and fas
ten on it the words · Bashaw of three tails , also on the back of
the coat, and three birchen rods suspended from the tail of the
coat, at due and regular distances. This punishment is excellent
for the senior boys, and will not need many repetitions. Some
times an idle boy may have a pillow fetched from a feather bed ,
and placed on the desk for bim to lay his head on, as if asleep, in
the face of the school. A boy wandering from his seat may be
placed under a hen coop . A Go -cart is another excellent pu
nishment for an idle boy, but rocking in a cradle is better. Exhi.
bitions of this sort soon bring a large school into order. Under
this bead I may repeat an anecdote, but do not recommend it to
practice, as I have never tried it.-- A respectable female kept a
small school for children of that sex . Her health was delicate,
and the task became so arduous from the noise of the children,
when at school, that she had no prospect but that of declining
school altogether. In the interim , she was advised to make one
trial more ; to have a cup of chamomile tea always by her, and
when any child was found talking to regale her with a tea-spooie
full ; and if she repeated her offence, to repeat the punishment.
We may suppose many wry mouths were made on the occasion,
but the punishment wanted little repetition; it was too bitter to be
endured, and almost immediately ceased to be deserved , and the
school continued an example of order and usefulness .
 38

OBSERVATIONS.

THE NEWARDS AND PUNISHMENTS BEFORE DESCRIBED ATE

BEEN TRIED FOR THIRTEEN YEARS AMONG MANY THOUSANDS

OF CHILDREN , AND HAVE BEEN ATTENDED WITH BENEFICIAL

EFFECTS .

The reader must know , that there are in this wicked world many
Knights of the Rod, who wish to perpetuate the reign of igno
rance among the lower classes of society, whom they are pleased
to consider 6 DOOMED to the drudgery of daily labour,” and that
“ learning to write and cypher” will render them " discontented
with their lot. " These plead , with mighty virulence, for
every mode of punishment that can einbitter learning, and
make school hateful to boys. The sinking empire of the rod is
tottering daily to ruin , and many and bitter are the lamentations
of its partizans. One of these hired advocates of ignorance ,
in a silly phrensy, imagined , that the apparatus of loys, shackles ,
caravans, & c . were all implements of slavery ; and he had the
temerily to misrepreznt one of the greatest enemies of slavery ,' a
Friend , or Quaker, as an abettor of cruelly : these things, which
have been so seldom used , as hardly to be known among the HAPPY
children in my school, and which , when resorted to, are described
as answering their eífects “ mostly in a few minutes," froze his
heart with horror, and almost frightened bim out of his remaining
senses . - Neither he, nor the oilier conspirators against the educa
tion of youth , considered the more degrading severity of the lash ,
which these punishments have for years contributed to annihilate.
The guillotine in Francairing the reign of terror, and the rod
in the hands of the ad ocuses of ignorance, are alike.--One is
the tyrant, delighting in the tortures of others — delaging his !

country with blood : the other, the tyrant, exercising that tyranny
in school, which he is debarred from exhibiting towards men .
But these circunstances ought not to be wondered at, when an
instance is to be found of a lady being actually frightened out
of her xits. Ladies in general have so much good sense, that
this case was not expected ; yet there is no rule without exceps
tions. By her “ the rod” was publicly recommended -- and she
said that a crown of disgrace resembled the crown of thorns, and ,
therefore, ought not to be used : at the same time she recom
mended the scourge, but forgot that the Saviour of men suffereil
the misery of its lash . It does not much become a lady to plead
the cause of flagellation ; but what will not the patrons of igno.
rance do, when ignorantly pursuing their carcer !
 USHERS AND MONITORS.
The great expense of common education arises from the usual
practice of retaining ushers. If one master has thirty pupils
under his care, as schools are coinmonly open but three hours at a
time, divide the number of minutes in three hours, by the num
ber of children , it is but six minutes individualinstruction for each
child . If the number under the care of one master increases to
sixiy pupils, the time is then reduced to three minutes for each
scholar. Assuming it for a fact that one master can govern and
teach thirty children , when his school exceeds that number, he
must either do the children injustice, or take an usher. If his
school amounts to sixty, the master has one usber : if it amounts
to one hundred he has two : and if it amounts to one hundred and
forty, say he shall be allowed three ushers. But as assistants of this
description cannot be increased without increasing experse, the
more assistants increase, the more expense will increase also. The
economy of education depends on an efficient substitute being
found for ushers : for at present, as scholars increase, ushers and
attendant expense rise in proportion. But do away the expense
of users as scholars increase, and if one master only is wanteit,
one salary is only requisite. But this depends upon boys being
qualitied to act as substitutes for ushers, which only can be done
by simplifying the system of order and tuition, whereby both may
be equal to the meanest capacity, and may consequently be dele
xuted to any pupil in the school. This has been done by the au
chor,and never was done till he did it . The consequence is, that
as scholars increase, the expense for each individual decreases
leaving one master competent to govern and teach many instead
of a very few - adding to his salary, providing fuuds for rewards,
Rud yet on the whole saving a great expense.
The duty of a monitor as a substitute for an usher may either
relate, simply to order, or to instruction , as it would be of no ser
vice over hundreds of children assembled to receive instruction
under the most efficient modes of tuition , were it not possible to
keep them in order. In general,> on the old plan of teaching , the
authority of themaster is merely personal : when he comes into
school, fear produces silence, pro tempore at least ; when he goes
out all is bustle and confusion, and the ushers rarely regarded in
his absence. This originates in the personality of the master's
authority. In the army authority is vested in the system more
than the person ; -- the station more than the man commands obe
dience, and the subordinate officer is as readily obeyed as his prin
cipal. The officer of to -day may be superseded by the officer of
to -morrow . An old man of three score or a boy of sixteen , gives
 40

the command, and obedience, implicit obedience, follows. The

order of war will not become disorder by an application of it to
peaceful purposes.

OF ORDER AND COMMANDS.

It is unavoidable, on a large scale of education , to do without
giving many commands, and some of a very trivial nature . On
my plan, many of the cominands, which would be given by the
master, are given by the monitors. As it is not proper that com
mands, without number, and perhaps of a nature opposite to each
other, should be given at random by the monitors, it becomes
picedful to limit the number that are to be given , as much as may
be . It is an important object to secure implicit obedience to those
commands on the part of the scholars ; and , for the monitors to
acquire as prompt a manner in giving them , as will secure the at
tention of the classes, and lead them to a ready compliance.
The first of these objects is easily attained . It is only to write
down on paper the commands most necessary to be given by the
monitor to his whole class ; anct, it is essentially needful, that he
should not vary from the rule once laid down. The general come
mands common to all schools are detailed in the Appendix.
The practice of giving short commands aloud , and seeing them
instantly obeyed by the whole class, will eitectually train the moni
tor in the liabit of giving them with propriety. Thus, for il
>
stance, ‘ Front,' ' Right, or Left ;' Show Slates, or clean Slutes,
are all things that must be occasionaily done in school. Having
a series of commands applicable to the duties of classes and of a
school, is only defining what already exists in the nature of things,
and which would be done in a vague manner unless so defined and
commanded .
The classes should learn to measure their steps when going
round the school in close order to prevent what else would often
occur from their numbers, treading on cach other's heels, or pusk
ing each other down . In this case, measuring their steps com
mands their attention to one object, and prevents their being un
ruly or disorderly. It is not required that the measure should be
exact, or be a regular step ; but, that cach scholar shall attempt
to walk at a regular distance from the one wbo precedes him .
When a new scholar is first admitted , he is pleased with the uni
formity, novelty, and simplicity of the motions made by the class
he is in . Under the influence of this pleasure he readily obeys ,
the same as the other boys do . None of these commands are in
themselves, an hardship ; and they are well supported by the force
 41

of habits easily acquired, from the circumstance of being congenial

to the activity of the youthful mind. The power of example
greatly facilitates the establishment of order. Children are mostly
imitative creatures : they enter a new school; they see all in order
around them ; they see promptness and alacrity in obeying every
command that is given ; they do as they see others do, by the
influence of their example. Before the effect of novelty is worn
cíf, new babits are formed ; and the happy children who are
trained under the mild and generous influence of the British
system of education, learn obedience with pleasure, and practice
it with delight, without the influence of the rod or cane to bring
them to order. Without the facility with which the authority
of a monitor or commander may be delegated , and transferred
from one to another, the system of order would be a non entity .
Were it not on a level with the meanest capacity , capable of this
delegation, and yet possessed of so much simplicity, the new
modes of instruction , valuable as they are in themselves, would
be inefficient : and to place boys in stations where they have gene
raily or partially to perform the duties of ushers with this routine
of obedience, this principle of order would be utterly in vain ;
and the attempt to promote learning without the principle of
order, would be like the efforts of the eastern nations at the famous
building of old, when Nimrod, in the despotism and pride
with which he built the Tower of Babel, only succeeded in
producing confusion, and thereby founded the first empire of
zyrorance.

PAPER OF COMMANDS ON COMING OUT TO SIIEW WRITING .

Out. Front. Look-to the Right or Left, by a motion

made with the hand by the commanding monitor. ) - Take up
Slates . Show Slates.-- (Here the monitor inspects .) - Left hand
Slates. Right hand Slates . Single.--(In a line .) -- Double. Step
forward . Step Backward . Go. Show Slates, to the Master, or
Inspecting Monitor.

ON RETURNING TO THE CLASS .

Look . Go . Show Slates . Lay down Slates. .

ON GOING HOME .

Out . Unsling Hats. : Put on Hats . Go.

G
23
 42

MONITORS.

MONITORS WHO TEACH , AND THE QUALIFICATIONS

REQUISITE FOR THAT DUTY , AND MODE OF ASCER -
TAINING THOSE QUALIFICATIONS .

On this head , the duty of the superintendant or master, will be ,

to ascertain that each monitor is fully competent to teach the
lessons of the class he is appointed to. This certainty can be
obtained only by actually examining the intended monitor in the
lesson's he will be required to teach. The master must never
appoint a new monitor without such cxamination . I have known
some persons who pretend to teach on my plan , appoint a boy as
a monitor, merely because they judged him to be a good reader :
a .

no master should appoint monitors by guess, when an actual cer

tainty is in his power : but this cannot be attained without an
examination and progressive series of lessons on my plan adapted
to the mode of tuition .
The necessity for such examination of the minor classes is more
urgent, as in the minor lessons, the sounds of letters often vary from
soft to hard , and a number of words admit of different meanings, and
are consequently pronounced different ways. A pupil may read
well in general, and yet either not know , or may forget, after some
time, such local variations. If then , he is not carefully examined
by the superintendant, he will teach somewords improperly.
As it respects Arithmetic, the superintendant should ascertain ,
by individual examination , whether the pupil he selects as a
monitor, is proficient in the mode of teaching each particular
sum or lesson appointed to be taught to his class. The monitors
of reading and spelling should not only be able, as scholars, to
understand and perform the lessons they are appointed to teach ,
but be instructed , under the inspectionof the superintendant, in
the mode of teaching, and any locality which may be attached to
particular lessons.
It should be considered that monitors on the new plan are of
two descriptions, some for tuition, and others for order , -- duties
which, as before shewni, are in some instances, wholly distinct
from each other .
To these we must add a third description , who are called
Inspecting Monitors. Of these, even in a very large school, but
few are requisite .
Monitors of every kind are sometimes stated , and sometimes
occasional.
 43

Monitors are stated , when they are appointed to attend the

Tegular duties of the school, in tuition , order, or inspection.
Alonitors are occasional, when acting as substitutes for regular
monitors, whom ill health, or any other cause, may. detain from
school.

RULES FOR APPOINTING MONITORS OF TUITION .

First, the monitors appointed must understand , and be quite

perfect in the lessons they are to teach , as to good reading and
spelling,
Secondly, they must understand the mode of teaching .
Thirdly, in the first five classes, monitors may be appointed
from the next superior class, to teach the one immediately below
it. Thus the second , or two -letter class, will furnish monitors who
may teach the first, or alphabet class; the third will supply
monitors for the second ; the fourth for the third ; and the fifth for
the fourth ; the sixth class will supply a choice of monitors for the
fifth , for itself, and for the order of the school. Under the
seventh class , each class will supply boys to teach the class below
it ; this will ground the monitors in the lessons they have them
selves last learned , by the act of teaching them . From the sixth
class upwards, the classes will supply boys to act as monitors, and
teach themselves ; the teachers of the sixth , seventh , and eighth
classes, may be chosen out of the said classes, as any boy who
can read can teach ; the art of tuition , in those classes, depend
ing only on the knowledge of reading and writing. The system
of inspection of progress in learning, as it respects the scholar, is
only on his part mental ; neither inspection nor the mode of 'in
struction require any other qualification , on the partof the teacher,
than the mere art of reading and writing, united with orderly
behaviour.

OF MONITOR'S TICKETS, SUPERINTENDANT'S LIST, AND TILE

OFFICE OF MONITOR- GENERAL .

Every monitor should wear in school a printed or leather

ticket, gilt, and lettered thus : ---Monitorof the first class- Reading
Monitor of the second class --Monitor of the third class, with
variations for Arithmetic, Reading, Spelling, &c .
Each of these tickets to be numbered . A row of nails, with
numbers on the wall, marking the place of each ticket , to be
placed in every school-room ; the nail numbered I , being the
place for the ticket No. 1. When school begins, the monitors are
to be called to take their tickets ; every ticket left on a nail , will
34 shew a regular monitor absent, when an occasional monitor must
of course be chosen .
 44

One monitor of order, to be appointed by the master to see

what monitors are absent daily, and to appoint others in their
place for the occasion ; this, in a large school, will be found a
great relief to the master.
As nothing should in any case be left to the monitor, the super
intendant should in the first instance appoint every stated monitor
himself ; he should then examine the school, to find a number of
boys fit to be occasional monitors ; of these he should make two
lists , one for himself, and one for the lad appointed as monitor
general, and from that list substitutes are to be appointed. The
monitor- general's office is merely to take an account of monitors
present and absent, and to appoint substitutes from the superin
tendant's list of boys fit for the different offices of monitors.

OF THE DUTIES OF MONITORS .

In large schools , on the old plan of education, the burthen of

the master's duty increases in a great degree , with the increase of
numbers, till it becomes insupportable. On the new plan , the
burthen increases in a very small degree in comparison of the
number, and admits of dividing the master's labour among many,
>

which would otherwise rest only on himself. Some classes in a

school will occasionally be ertinct, in consequence of the im
provement of the scholars. If all the children who are in the
alphabet class, improve so as to be removed to the second, the
alphabet class must be extinct, unless fresh scholars are admitted .
The same, if all the boys in the subtraction class become masters
of that rule, they must be removed to another class , and there will
be no subtraction class in the school, until more boys are admitted ,
or are brought forward from an inferior class. Where children
continue at school for some tinie, and no new scholars are admitted ,
it appears possible the whole of the minor classes may become
extinct, and not be revived till an admission of new scholars .
In a very large school, more monitors are wanted than in a
smaller one : the system remains the same, only the number of
a
agents for effecting it are greater. In a smallschool, some duties
may be done by the master, because they relate to a few pupils
or monitors, and are immediately under his own eye. In a small
school of 100 children , no monitor-general will be needed , as from
the fewness of the monitors, that duty may be performed by the
master ; but in a large school, it become an alleviation of the
master's labour, to appoint such a monitor.
All the monitors should have a written or printed paper of their
Duties,' which they should particularly study, and repeat once
a week.. Those duties, wbich are the same in all schools , and
which apply generally to the mode of teaching, may be had
 45

printed , as see the APPENDIX, containing a list of things wanting

in the outfit of a new school. These duties each monitor should
paste in the books belonging to his class . The larger series of
papers on the duties of monitors, should be read for a class
lesson by all boys selected as regular, or auxiliary monitors, in
order to prepare them, by a knowledge of their duty, for the
proper discharge of it.
Assistant Monitors are only needful when a class is more than
20 or 25 , then the monitor should be relieved from continual
attention to his class, to give him time for his studies; but the
class must by no means be divided between two equal monitors,
both acting at the same time.

OBSERVATIONS FOR MASTERS.

AN ERROR COMMON AMONG TEACHERS.

There is one error teachers are too generally apt to fall into, that
of giving commands themselves, either calling aloud for ORDER,
or SILENCE among their scholars. If one general rule is abided
by on this head, it will prove, that the less a master's voice is
heard among his scholars, the more he will be abeyed. The noise
of a school is generally in proportion to the noise a master makes
in it himself. "The punishment of the scholars, and the fatigue of
the master, is nearly in like proportion.
The master should be a silent by -stander and inspector. What
a master says should be done ; but if he teaches on this system , he
will find the authority is not personal , that when the pupils,as
well as the school-master, understand how to act and learn on this
system , the system, not the master's vague, discretionary, uncer .
tain judgment, will be in practice. A command will be obeyed by
any boy, because it is a command, and the whole school will
obey the common , known commands of the school, from being
merely known as such , let who will give them . In a common
school the authority of the master is personal, and the rod is his
sceptre. His absence is the immediate signal for confusion and
riot ; and in his absence his assistants will rarely be minded. But
in a school properly regulated and conducted on my plan , when
the master leaves school, the business will go on as well in his
absence as in his presence, because the authority is not personal.
This mode of insuring obedience is a novelty in the history of
education .
 46

A P PENDI X.

SCHOOL --ROOMS and SCHOOL FURNITURE.,

OF THE ' ARRANGEMENT OF LESSONS FOR CLASSES .

On my new system of education , there is a series of lessons

to be pasted on boards, adapted to each class, as the classes
rise above each other progressively . These lessons being regu
larly numbered , should be placed on the school-walls, on nails ,
numbered in like manner. The card -lesson, No. 1 , ( for the
second or any other class) to be placed on the nail No. 1 ;
No. 2 on the nail No. 2, &c. Each series of lessons to be placed
by itself. Each class to study only that series of lessons adapted
to it ; this rule must be invariably attended to , or the classes
which are learning will be particularly liable to confusion. When
pupils are removed from one class to another, it is then only they
may enter on a new series of lessons.

ARRANGEMENT OF SLATES .

Instead of hanging the slates to nails on the wall, every boy has
a slate numbered according to his number in the class, and fastened
to aa nail on the desk at which he sits. By this means all going in
and out for slates is avoided . But , if slates are suspended to nails
on the walls, the class must go from their seats to fetch them, and
the same to replace them when they have done work. When
boys write in .a book , (which is only done by part of the scholars
four times in the week, merely to accustom them to the use of the
pen, ) they sling their slates ; that is, let them hang suspended
from the nails on the desks, by the slate-string. When slates are
suspended in this manner , if the strings are good, there is little
danger of their being thrown down or broken : so that when boys
are writing, there are very few who have any occasion to get off
their seats : and, if they should have, there is ample passage- room
between the desks for them to pass. If the slates are accidentally
struck by a boy passing, they hang loose, and of course give way
when pressed against, which preserves them from injury.
2
 47

SLATES .

In the new method of spelling, described page 9 , it is desirable

that every boy in the same class should write the saime number of
words in the same time; of course all their slates should be of one
sise, and ruled with the same number of lines ; unless this is the
case, the class cannot all perform the task appointed them . The
master should fix the number of words for each class, the time in
which they are to be written, and the time in which he will in
spect, or cause them to be inspected .--I fine should be paid by
each boy for carelessly breaking a slate .
SAND .

In the account of the improved method of printing in sand ,

mention is made of a flat-iron being used for smoothing it .
substitute may be provided of wood, which will answer the same
purpose, and prevent some kind Goody borrowing a flat-iron,
without leave, for her own linen , as I have sometimes known to
be the case, and the class in a small school kept in idleness,
because the iron is taken away .

CARD STAND .

This is mentioned in page 15, and may be made moveable with

feet, to hang the lessons on , while the boys are reading round it .
One or two will be sufficient for a large school, as the lessons are
usually placed on the school wall for the boys to read, &c .

SCHOOL FURNITURE .
LIST OF THINGS WANTED IN THE OUTFIT OF A SCHOOL ON THIS PLAN OF
EDUCATION .

LANCASTER's New Spelling Book .

Series of Reading Lessons.
New System of Arithmetic.
Freame's Scripture Instruction .
Watts's Hymns for Childien , Papers, &c . &c.
Duties for Monitors .
The Method of teaching the Alphabet in Course.
Mustering -numbers.
Numbers of Precedence for Circles .
Monitor's Tickets.
Accusation Cards, and Cards of Disgrace.
Titles for the Classes, to be placed at the head of cack Class.
Order of Commands .
Labels of Disgrace.
Commendatory Tickets, &c . &c .
Slates, ready ruled, for the use of Schools:

-- ‫ܕܐ‬ Letters addressed to J. L. POST PAID (and post pain only) will be
attended to,
 48

ADVANTAGES TO BE DERIVED FROM EXTENDING THE

PLAN TO THOSE CALLED SUNDAY SCHOOLS .

The emulation to improve, and proficiency in reading will be

excited and increased more by this method than any other, as well
as great economy introduced in the article of books.
The real and proper object of those called Sunday Schools, is,
the religious instruction of the children ; to this the art of reading
is properly considered a needful auxiliary , and on this principle
children are taught to read and spell, who have not already learned
to read so well, as to improve their minds in religious knowledge
by reading . Objections are frequently made by conscientious
persons, to children learning to write, on account of the solemnity
of the day set apart for public worship. But surely any thing
which will command silence in school, and will ensure attention ,
must certainly conduce to keep a school in that decorum proper
to the day and occasion*.
As thenew methodof spelling by writing on the slate, naturally
connects spelling with writing, and this is made the basis of im
provement in reading, it surely cannot be inconsistent with the
design and object of those called Sunday Schools, to adopt any
plan which will promote order and regularity in schools, and
hasten the proficiency of the scholars in reading ; I therefore
generally recommend the introduction of the new mode of spelling
on slates, and the new books, which will serve so many children ,
to the friends of those schools throughout the nation .
On the advantages to be derived from this plan, by introducing
it into small village schools, and parochial charity schools, I sub
mit the following considerations to the reader.
The trouble of the teacher will be materially lessened, and the
happiness of the children increased .
In a school of thirty children , one book will serve the whole
school, and the proficiency of the scholars doubled .
This plan will enable the committee of a charity school to extend
the school to double the number ; and , if needful, to many times
more than double the number, where the population of a parish
will allow of it, at a small expense ; one book still serving for the
whole school.
Where the numbers of children cannot be increased , their pro
ficiency will be doubled , and more time left for husbandry, works
of industry, and religious instruction, as such committees, or
heads of schools may direct.
The expense of writing books, cyphering books, &c. will be
chiefly saved .
* What is very remarkable, a number of persos who make this objection , are in
the practice of taking down sermons in short hand, without considering it any inter
ruption to religious worship, or any violation of the solemnity of the day.
 49

SCHOOL CIRCULATING LIBRARY,

AND

INTENDED PUBLICATIONS,

The numerous public avocations of the author, prevent him at

present from doing that justice to his subject, which at some future
time he hopes to be able fully to do. At present, be can only give
a general statement, containing a few outlines of that highly
useful , economical, and instructive species of reward for the higher
and more intelligent classes of scholars ; a school circulating
library. He has experienced , during thirteen years, the advantage
of this plan ; and, as the books, once in the library, are school
property and only lent to read , but never given away, one book ,
costing from one penny to two shillings, & c. has been known to
pass through the handsof some hundred scholars. Indeed, not
only the children have been benefited , but a book lias been fre
quently known to be read , not only by the scholar to whom it was
originally lent, but by the parents and relatives of the pupil at
home. When books are given away, the expense is continually
recurring ; if a variety of books are introduced as an article of re
ward , the expense will be greater in proportion as the books in
crease in size and value ; but where a stock of books are once
provided , they afford a perpetual source of information and de
light, without any additional expense than that which arises from
keeping the stock in repair , or making an occasional addition. I
have known books in use for twelve years, and very little the worse
for wear ; but much depends upon the books being inspected
every time they are returned. Due care and watchful inspection
prevent the needless injury of books, and rigidly observing, that
iſ a boy uses the first book improperly ,he is not allowed to have a
second.
The rules are in substance as follow : that every boy who is a
candidate for the use of books in the library , must obtain a given
number of tickets, as a reward of merit, before he can be admitted :
that he must afterwards obtain a ticket, equivalent to a given num
ber of tickets, weekly, to entitle him to books according to their
value, the books of the highest value requiring most tickets to olim
tain the use of them : only one book to be lent at a time to any
pupil : never to be keptwithout leave longer than one week : to be
kept clean, on pain of forfeiting the privilege of being in the
27 library : in case of any book being negligently lost or destroyed ,
the value to be paid by the child's parents, or the pupil to forfeit
 50

his stock of tickets and prizes due at the time of the loss. In the
distribution of rewards, one important principle should never be
lost sight of ; bestowing them in such a manner, as, at the least
possible expense, will call forth the utmost exertions of the pupils
to obtain them , by improving every moment of their time at school,
and by using the most strenuous efforts for their own improvement.
In proportion as boys have an active interest in their studies, their
happiness will be increased at school ; and these principles have
been proved to have a most beneficial effect on the higher classes
of the children in school, at a moderate expense.
It is not many years since children's books in general were of
the worst description , with very few exceptions. Of late years
they have been much improved : a number of booksellers bave
rendered considerable services to the public, in printing books for
children and young people. I have not at present leisure to give
any thing like an idea of what a complete school circulating library
should be, without doing injustice to many publications I have not
yet seen ; but I hope, ere long, to be able to review most of the
publications for schools, and to be able to recommend those which
appear to be the most useful ; and from the great knowledge of
the dispositions of young persons in early life, which the author's
experience qualifies him io make use of, he hopes to be able to
point out a selection of books, free from intolerance and bigotry,
and adapted to the youthful mind ; a selection of books that will
contain what an advocate of ignorance would not wish , but which
will not be unproductive of real pleasure to the friends of humanity,
of education and knowledge. As a religious book for a circulating
library , I recommend Bisiop GASTREL's Institutes : they have
this excellence ; they are SCRIPTURE ! which in conformity to the
6th article of the church of England, he believes are able to make
us wise unto salvation ; but this liberal Bishop was not like a mo
dern pretended ( Bath ) Divine, who has not scrupled to say, that
5 merely admitting the Bible as the basis (i. e. foundation ) of
religious opinion, is to admit DEFINITIVELY NOTHING !"
Martinet's Catechism ofNature ;-a most excellent little book ,
concise, well written , full of pious observations, and thequotations
from Scripture aptly introduced to express the wonder, love, and
adoration of the Great I AM THAT I AM, which is often produced
in the feeling mind, by contemplating the glory of the Creator dis
played in the wonders of creation . For senior boys, The Juvenile
Library contains good instructive matter, and is highly calculated
to stimulate youth to improve in learning, by the good example of
others. The interest children generally take in the society of those
of their own age, is such , that every thing in print, which is like
a picture of themselves, and the society they associate with, will
be interesting. Taylor on Dogs, is a book most excellently
adapted to youth , and both the author and publishers merit the
thanks of every parent and friend of youth . It is an instructive
work , and combines amusement with information ; it inculcates
 51

that kind treatment of animals, which every humane mind will

rejoice to see become more general. This valuable book is sought
afier with avidity by all the pupils in the circulating library , Bo
rough Road . Books like this, sacred to humanity, will always be
received with pleasure, and read with delight by children, and by
the friends of young people as well as themselves. This littic
work is fitted for persons of every age , from eight or nine, to fifty
years of age . It is chiefly a collection of matter of facts. But the
honey dew of pure benevolence is largely shed over them all .
The Wonders of the Horse, by the same author, is a similar and
excellent publication. The Grammar of Geography, is another
excellent little book , it is mullum in parvo , and constituted better
for a school book then a library , but excellent for both . The
Vocabulary of Proper Names at the end of it, with the pronun.
ciation occasionally attached , is a very useful addition to it. .
A correct vocabulary on a larger scale, but on the same principle,
will be a desideratum . It is with pleasure I turn to the publica
tions of the amiable and benevolent Priscilla Wakefield : - all her
works, indeed, are sterling ;” the intelligence and good sense
which mark their real worth, while they bespeak the dignity of her
mind, present a powerful contrast to the narrowness of soul, which
distinguishes one of her contemporary writers, who 66 fames
away in the van of some bookseller's shop," and whose jealousy
that her sixpenny sales shall be injured by the excellent publica
tions of others , makes her cry, the church in danger !' when , in
reality, it is only her halfpenny, penny, and sixpenny book
making craft that is in danger. Compared with such inhabitants
of the Land of Narrow Souls as these, Priscilla Wakefield shines
by the power of contrast. Her Juvenile Travellers, her Family
Tour in the British Empire ; her Excursions in North America ;
with other works I have not time at present more than to glance my
eye over, command the gratitude of those who are friends of rich
and poor. Mental Improvements, 2 vols. and Juvenile Anecdotes,
2 vols. are publications of hers , worthy a place in every library ,
and in every family . The pious Lindley Murray's Power of
Religion on the Mind, and Elizabeth Andrew's Beauties of Sturm's
Refleciions on the Works of God, are both well known and highly
useful. May that usefulness become universal, and may their
authors and compilers have long to reflect with pleasure on the
useful application of their talents, being productive of much good .
The Grammar of History, an excellent publication , has an es
say on artificial memory, and a most useful vocabulary attached ;
the excellencies of this little publication are of the same nature as
the Grammar of Geography before noticed , and equally appropri
ate to its respective object. The Book of Trades, or Library of
28 Useful Arts is another book worthy of a place in any school li
brary. The History of Discoveries and Inventions, the Wonders
of the Microscope, and the Wonders of the Telescope are both ex
cellent publications. The best proof oftheir being well written is,
 52

that they are eagerly sought after and readily understood . The
Brilish Nepos, by Mavor, the Naval Plutarch, the British Nep
tune, by Dr. Burney, are all books, which once brought into a li
brary, may be considered as capital, invested in a stock of rewards,
which do good among the scholars in a ratio similar to that of
compound interest. I do not mean by the few books that I have
instanced, to say that I have at all been able to do that full justice
I wish, in giving my humble tribute to the merit of their authors,
and to recommend the sale of useful publications. The collection
of books we have is chiefly composed of publications presented to
the school library as gifts ; I have therefore had a much greater op
portunity of investigating their merits than any others. But I hope
speedily to form my school library on a much larger scale, and in
so doing, I shall have an opportunity of examining every book
that is admitted into it, as I bave always done hitherto. As I in
tend to make my remarks at the time of inspecting them , and to
examine their effect on those who peruse them , I shall have an op
poriunity afforded , on the ground of fact, to recommend, in a trea
tise to be published expressly on books for children , those which
I find to have the best effects, with the fewest of those errors, which
are the lot of human infirmity, and of which the wisest and best
among men are too sensible, to desire to claim an exemption from
weakness intermixed with the radix and nature of our being,
 53

FEMALE EDUCATION .

THE reader is respectfully informed , that the Royal FREE

School for Girls, Borough Road , contains near TWO HUNDRED
GIRLS, and needs nothing but public subscriptions to extend
it to five HUNDRED GIRLS , under the care of ONE MISTRESS.
This has afforded opportunity to bring to perfection, by various
experiments, a new plan of instruction in needlework , which
enables girls to instrict each other, acting as monitors ; and
simplifies the plan of tuition in needlework asmuch as the modes of
instruction in reading, writing, &c . (detailed in the preceding
parts of this epitome) simplify the mcans of imparting useful know
ledge. It is an easy thing to make children the instructors of
others; many have long done so ; but to bring down the object
of instruction to a level with the capacity of the juvenile teachers,
is a more important concern ; and without it, mere agency will
often be worse than mere nonsense . The consequence of these
plans, successfully applied to needlework , bas been, that any
child muy
тау bemade capable of communicating instruction as well
as the governess of a school herself. That the female superin
tendant of aa school may as easily oversee the work as the tuition
of 300 children ; that materials for work will be always at com
mand at a very small expense, not exceeding 2s. each child for
twelve months, when nine years of age, and that this is not merely
a solitary instance of great local good, but a benefaction as far as
example goes, by the introduction of a new and useful plan of
teinale instruction to all the schools in the empire, in which it may
be adopted .
This undertaking has been entered into, and completed ; and
as there is not any person in the country yet acquainted with this
plan, it is time, for the general good , that it was extensively made
known. Accordingly a publication is at press which wut answer
this purpose. MARY LANCASTER , the sister of the author of the
British System of Education for Boys, superinten is the INSTIT -
TION for TRAINING SCHOOL MISTRESS es in the knowledge of this
plan, to which the GOVERN ESS of the guds' school gives cvery
facility in her power.
 54

It was soon seca , in the earliest stages of the institution , that the
plan for teaching reading, writing , and arithmetic, was as appli
cable to girls as boys - one mistress could teach 200 girls ; but a
difliculty arose as to needlework , which in the end has been finally
adapted to the same principles as form the basis of the system
of instruction in useful learning. This was a work of labour and
difficulty , but has now been completely accomplished.
What is more remarkable, it is as applicable to instruction in
cutting out garments, that essential part of female education , as it is
to sewing, or any other kind of needlework . It not only furnishes
the means of instruction, but it also furnishes the material to be
made use of in learning, at an expense next to nothing, and in the
power of every body to obtain .

EXPLANATION OF THE PLATES.

No. 1 .

The parallelogram at the head of the school, represents the plat

fo in , on which the master's desk is placed.
The numbers represent the classes of children as seated in the
order of their proficiency in learning.
The surface of the form and 'desks are represented in the plan
as nearly filled with boys, occupied in writing on their slates :
the boys are represented at the desks.
There is aa dot at the front of each desk in every class , intended
to represent the monitor of the class, whose business is to move up
and down the desks, and examine the performance and progress
of the boys in writing on their slate.
PLACES FOR BOYS WHEN GOING OUT TO READ .

The spaces marked thus C ......... represent places where boys

stand in drafts, with each draft under its respective monitor, when
going out of their seats to read . There are eight of these drafts, one
froin each class. In every class a vacancy is left at thedesks, where
there are no dots, representing the vacant space left unoccupied by
boys who are gone out to reading, & c.
On the other side of the school-room is represented blank semi
circles, which are reading stations, where boys stand when reading.
The blank spaces thus , represent the place where,
on the ringing of a bell, the boys return from their reading stations,
2
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No. 4.

THE PATRON OF EDUCATION

AND FRIEND OF THE POOR.
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 55

and form into single file, in which order they return roon the
school-room , going into their respective classes, and fill up every
seat . These movements diversify the scene of school daties ; tol
while they inspire the ch idren with energy, ly the activity they
create, add liveliness to the scene, and contribute to the health as
well as the happiness of the children, who are never confined for
two or three hours together to one seat.
The passages round the school-room , and betwren every form ,
and the desk behind it, contribute greatly to the order and activity
of the school.
No. 2 ,
Is the same as number 1 , only that the boys are represented
standing at their reading stations.
No. 3 ,
Is a representation of boys reading a lesson, on the plan of one
hook serving for a whole school.
The monitor with a pointing stick , pointing out part ofthe same.
No. 4,
Is a representation of the boys at eight stations , generally called
rending stations ; but equally applicable to reading, spelling , or
arithmetic .
Here are 56 boys represented as reading at eight lessons, only
worth about two-pence each , exclusive of the mill-board they are
pasted on ; when they are done, and returned to their seats to
practice writing on the slate, or to spell , by writing, or to write
sentences from Scripture, another 56 may use the same lessons,
and then another ; so that above 300 boys may read or spell at
eight lessons, in a single morning, and have the full advantage of
300 books, costing as many shillings ; a fair, but very low average
for an expense of paper and printing, not exceeding sixteen
pence .
No. 5 ,

(AN ERROR TO BE AVOIDED, )

Is a representation of the disorderly manner in which children
are suffered to stand to learn their lessons at some schools, where
my plan is partially adopted .
The reader is requested to contrast this with No. 4, and he will
see the listlessness and inattention which is suffered to prevail by
incompetent teachers. Here every eye seems turned from the
lesson ; when in No. 4 , every eye is fixed upon it .
In the back ground, are boys sitting with their books in the com
mon manner of schools, each child having a book , and wearing
and tearing the whole book, that he may have the use of only one
lesson , and use that in a very careless manner .
 PLAN
OF
SCHOOL
REGISTE
. R

313
Date
of No
in .
S
,. chool Nam
. es N
Parents
.Age
Names
o. Resid
. ence Trade Class Date
Class
Entry . Clas
. s .
Reinarks
No. W.L.3
.W.L.S.

F IN IS.
LA

SK 510140
Road Royal
the
School
Free
BPrintedorough
Lancaster
,bSPress
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